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AUTHOR
TITLE

INSTITUTION

SPONS AGENCY
PUB DATE
CONTRACT
NOTE

PUB TYPE

Duff* Ogle Burks* Ed.; Bowman* Suzanne H., Ed.

I Have a Dream. Martir. Luther King* Jr. Handbook of

Activities.

Pittsburgh Univ., Pa. Race Desegregation Assistance
Center.

Department of Education, Washington, DC.

Sep 87

600840

485p.

Guides - Classroom Use - Materials (For Learner)
(051) — Guides - Classroom Use - Guides (For
Teachers) (052)

EDRS PRICE MF02/PC20 Plus Postage.

DESCRIPTORS *Art Activities; Black Achievement; Black Leadership;

Class Activities; Curriculum Guides; Elementary
Secondary Education; xEnglish Curriculum;
Instructional Materials; ^Language Arts; Learning
Modules; Lesson Plans; Library Skills; xMusic
Activities; Resource Units; xSocial Studies; Songs;
Speeches; XTeacher Developed Materials; Teaching
Guides

IDENTIFIERS XKino (Martin Luther Jr)

ABSTRACT

This handbook is designed by teachers for teachers to
share ideas and activities for celebrating the Martin Luther King
holiday* as well as to teach students about other famous bJack
leaders throughout the school year. The lesson plans and activities
are presented for use in K-12 classrooms. Each lesson plan has a
designated subject area* goals* behavioral objectives* materials and
resources* suggested activities* and an evaluation. Many plans
include student-related materials such as puzzles* songs*
supplementary readings* program suggestions* and tests items. \ here
is a separate section of general suggestions and projects for
additional activities. The appendices include related materials drawn
from other sources* a list of contributing school districts* and a
list of contributors by grade level. (DJC)

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
x Reproductions supplied by EDRS are the best that can be made x
X from the original document. X

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

FRir

MARTIN LUTHER KING, JR.
HANDBOOK OF ACTIVITIES

I HAVE A DREAM

Race Desegregation Assistance Center
University of Pittsburgh
Pittsburgh, PA 15260

FOREWORD

This Handbook of Activities is designed by teachers for
teachers to share ideas and activities to celebrate the Martin
Luther King holiday, as well as to teach students about other
famous black leaders throughout the school year. The lesson
and unit plan format was chosen since it provides all the
necessary information to carry out educational activities,
including examples of original materials created by teachers
along with references to already-published materials. The
suggested "rade level and content emphases are listed at the
top of e ch plan, although this does not preclude the
adaptation of the plan for other grade levels. The
contributions are in three categories:

1 - Elementary: contributions by teachers in K-5/6

schools

2 - Secondary: contributions by teachers in

middle schools, junior high and
senior high schools

3 - General Suggest ions/Projects : ideas not in

lesson-format but including
activities and projects adaptable
for specific grades, all-school or
all-district use.

Appendices follow which include (A) related materials,
(B) contributing school districts and (C) contributing
educators . Wherever possible, original mater ial was
reprinted, and in some cases reprint permission was obtained
for other relevant materials. When sources could not be
identified, textbooks were cited, or reprint was net
permitted, every effort was made to reference these items for
easy accessibility. The Handbook is published in a 3-ring
notebook style so that it may be placed in a binder and
teachers may continue to add their own and other appropriate
materials. We are deeply indebted to all who contributed and
hope that this Handbook will serve as an on-going source for
expanding and enriching our students' knowledge and
understanding of great black leaders such as Martin Luther
King, Jr.

Dr. Ogle Burks Duff, Director
Ms. Suzanne H. Bowman
Race Desegregation Ass is tance
Center

ACKNOWLEDGEMENTS

A project such as this is never completed without the help
of many people, and to all of these people we owe many thanks.
The response to our original request for plans was overwhelming,
and we thank each of the teachers whose creativity and expertise
is evident in the innovative lessons and units included in this
Handbook, and we wish to express gratitude to all who took time
from their busy schedules to contribute. To all of the district
superintendents , specialists and principals who distributed/
reminded, collected, and forwarded the materials to us, we are
deeply indebted. Gratitude is given to Rose Czerny, our word-
processor, for her ability to read notes, and for her patience
above all, but no less for her expertise and knowledge, to
Leneeta Cooper, Theresa McCrav and Earl Stockwell of the Race
Desegregation Assistance Center staff, for the many hours of
clerical work, "leg-work," and copying.

Thanks and acknowledgement to the authors and publishers who
granted us permission to reprint materials:

Creative Teaching Press for Rainbow Song"

Field Publications for American Revolution: Crisis of Law

and Change : "Incident at Pettus Bridge"
Scholastic Publications for materials from Scholastic News

1/10/86 issue; "Martin Luther King , Jr . : Marching for

Rights," 1/84 and "Skeeter," Scholastic Sprint , 1/15/85
Ruth Manier for the songs and music to "He Had a Dream,"

"Martin Luther King," "Oh, Sing of Martin," "Happy

Birthday," and "Sing Out About Martin"
Tom Francigetto for "Test Your Knowledge About King"
The Detroit Public Schools for their packet of materials
The New York Department of Education for "Martin Luther

King: A Lifelong Commitment"
The Pennsylvania Department of Education for their list of

resources .

Many thanks to all from the editors, and a thanks by proxy
from all the teachers who will have the opportunity to add to
their repertoire of activities to celebrate the Martin Luther
King holiday.

Dr. Ogle Burks Duff, Director

Ms. Suzanne H. Bowman

Race Desegregation Assistance Center

Ogle Buries Duff
Suzanne Bowman

Editors
First Printing: 9/87

This work was performed pursuant to a contract with the U.S.
Department of Education, Award No. 600840.

The opinions expressed herein do not necessarily reflect the
position or policy of the U.S. Department of Education, and no
official enforsement by that office should be inferred.

iii

BACK DESEGREGATION ASSISTANCE CENTER

DIRECTOR: Dr. Ogle B. Doff

ASSOCIATE DIRECTOR: Or. Jws E. Mooch

The University of Pittsburgh is an educational institution and as an
employer, does not discriminate on the basis of race, color, religion,
ethnicity, national origin, age. sex. marital or handicapped status*
This commitment is made by the University and required by federal,
state, and local lavs and regulations including Title IX. 86.9.

The Center is a service of the School of Education of the University of
Pittsburgh. It is funded by Title IV, Section 403 of the Civil Rights
Act of 1964. to assist school districts in examining problems of school
desegregation related to instruction, curriculum, administration and
school personnel, and in planning projects that effectively deal with
such problems. The Center's services are available to all school
districts in the states of Pennsylvania and Delaware. Further
information is available by calling (412) 648-7194.

TABLE OF CONTENTS

Page

FOREWORD i

ACKNOWLEDGEMENTS ii

INTRODUCTION 1

ELEMENTARY LESSONS AND UNITS

Kindergarten 5

K-2 28

K-4 31

K-6 33

Pre-First 39

Grade 1 41

Grades 1-3 70

Grade 2 71

Grade 3 112

Grades 3-5 150

Grade 4 152

Grade 5 202

Grade 6 223

SECONDARY LESSONS AND UNITS (includes Middle School,
Junior High, and High School)

Grade 6-8 235

Grade 7 240

Grades 7-8 242

Grade 8 255

Grade 9 265

Grades 9-11 266

Grades 9-12 269

Grades 10-12 307

Grade 11 312

Grades 11-12 317

GENERAL SUGGESTIONS AND PROJECTS

Elementary 320

Secondary 328

District 349

APPENDICES

A. Related Materials 351

B. Contributing School Districts 445

C. Contributing Educators 449

ERIC

INTRODUCTION

The Race Desegregation Assistance Center, funded under
Title IV of the Civil Rights Act of 1968 , was established to
assist school districts In the endeavor to overcome problems
of school desegregation by providing assistance to teachers
and other school personnel in matters of curriculum,
administration, student activities, and community relations*
This Handbook Is an outcome of that endeavor, providing
concrete plans and activities for teachers in all grades for
use In the-tr efforts toward multi-cultural education.

Since the Civil Rights Movement in the 50 's, the
resulting Supreme Court decisions on desegregation issues,
and the 1986 Proclamation of a National Holiday In honor of
Martin Luther King's birthday, educators have Increasingly
Included more Information and activities dealing with the
desegregation Issues and prominent black leaders In their
curriculum planning. In the process, they found that many
of the contributions of blacks to American society had been
previously overlooked both In the teaching of social studies
and In literature, as attested to by reviews of literature
anthologies and social studies texts (Duff, 1972; Golden,
1964; American Federation of Teachers, 1966). As the need
for more background knowledge became evident, teachers
researched for themselves, to locate Information on the
black experience and the Involvement of blacks In the
history, literature, and culture of America. They realized
that cultural pluralism was an Integral and necessary part
of American education and society, and their professional
ethics demanded the Infusion of a more Integrated view and
more Inclusive activities for their students (Turner and
Stanford, 1971). However, each teacher has more or less
been on his own, relying on some assistance from state
agencies and district currlcular aid, with little
opportunity to review and utilize the efforts of other
educators. The Race Desegregation Assistance Center of the
University of Pittsburgh, aware of the need for a unified
and cooperative venture to bring many of the ideas and
projects together for Pennsylvania and Delaware teachers,
Issued a call for activities and programs that have already
been used successfully. Since most of these plans have been
used In classrooms, revisions. Improvements and addition©
have already been made to get out the "bugs," and they are
Immediately operable and adjustable to different grade
levels. This step of "piloting 11 lessons before adding to or
changing curriculum, Is, according to Hilda Taba, the first
step In curriculum development, and the most Important in
finding out "what works" (Taba, 1962).

This Handbook of Activities has been developed as a
result of the scarcity of prior collections of actual plans
and the stated needs of teachers. It Is oar hope that you
will find the activities invaluable as you work toward
including more materials and Information for your students
in the area of black hAstory and literature.

REFERENCES

Duff, Ogle Burks. The Treatment of the Negro in American
Literature Anthologies Since 1968. Pittsburgh, PA:
February 1, 1973.

Golden, L . "The Treatment of Minority Groups in Primary
Social Studies Textbooks , " Doctoral Dissertation,
Stanford University, 1964.

The Negro in Modern American History Textbooks, Curricular
Viewpoints Series, American Federation of Teachers,
Chicago, IL, September 1966. ED 025546.

Turner, Darwin and Stanford, Barbara Dodds. Theory and
Practice in the Teaching of Liteiature by Afro-
Americans. Urbana, IL: National Council of Teachers of
English, 1971.

Taba, Hilda. Curriculum Development. NY: Harcourt, Brace
and Werk, 1962.

ELEMENTARY LESSONS AND UNITS

SUBJECT ARLA: Special Education

GRADE: K

Unit Plan

X < DATA

A. Topic: Dr. Martin L. King

B. Number of lessons: 3 (minimum)

II. GENERAL PURPOSE OF UNIT (GOAL}

To reinforce positive feelings and interaction among
students .

III. SPECIFIC BEHAVIORAL OBJECTIVES

To know who Dr. King was (recognize photo)
To know his philosophy (on K level)

IV. MATERIALS AND RESOURCES
Pictures

Children 1 s background knowledge

Cut and paste ditto ( from Schaf f er-Hol iday cut &
paste) , p. 20.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Reading/Literature

B . Audio-Visual

Pictures

C. Speakers /Panels, etc.

D. Music

E. Art

Cut and paste activity

F . Puzz J es/Games

G. Community/Outside Groups

H. Combination Projects (Involving two or more of
above areas)

I . Other

EVALUATION

A. Olf students

B. By teacher

Children I teach are one to two years or more
developmentally delayed and abstract concepts such
as history must be very elemental In content and
objectives.

Lois Sands

Springer Intensive Learninr
Center

Brandywine School District
Wilmington f DE

SUBJECT AREA: Special Education GRADE: K

Lesson Plan

I. BEHAVIORAL OBJECTIVES

A. To recognize Dr. King's picture

B. To understand his objective of brotherhood through

non-violent protest.

II. MATERIALS

A. Large poster of Dr. King

B. Pictures brought in by children

III. PROCEDURES

A. Motivational and Initiatory Activities
Discussion of concepts

B. Vocabulary Development Activities

1. Peaceful

2. Dr. M. L. King

3. Civil rights

4. Brotherhood

C. Culminating/ Sumnarizing Activities

1 . Discussion

2. Cut and paste ditto (Frank Shaeffer: Holiday-

Cut and Paste, p. 20) .

3. Birthday cake for class in memory of Dr. King

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

On-going emphasis on being brothers ana sisters ;
non-violence.

B. Analysis/Reflection by teacher

Good reinforcement for all of us on ways of
solving conflicts.

Lois Sands

Springer Intensive Learning
Center

Brandywine School District
Wilmington, DE

SUBJECT AREA: Social Studies

GRADE: K

Unit Plan

I . DATA

A* Topic: Why We Celebrate Martin Luther King's
Birthday

B. Number of lessons: 3

II. GENERAL PURPOSE OF UNIT (GOAL)

Acquaint children with Ideals set f 01 th by Dr. King In
his non-violent philosophy.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Children will appreciate contributions made to our
country by Dr. King.

IV. MATERIALS AND RESOURCES

World Book Encyclopedia Vol. K - Martin L. King Jr.,

Dharathula Mlllender - Film Carnegie Library
Ditto: Hayes Publishing Co. "Famous Black Americans"
Teacher-composed song and game

Film "The Boyhood of Martin Luther King, Jr." Carnegie
Library Allegheny Regional, No. MPO035, 14 min. film

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Literature

Teacher retells highlights from Martin Luther King
Jr.: Boy With a Dream, Dharathula H. Mlllender.

B. Audio-Visual

View and discuss film

C. Speakers/Panels, etc.
None

D. Music

Original words to tune of Battle Hymn chorus:
"Martin Luther Was a Great Man."

E. Art

Color ditto picture of Martin Luther King Jr.

"Famous Black Americans"
Cut silhouette from black paper and paste on

white.

Trace outline with yellow crayon or chalk for
children to cut.

8 16

ERIC

F . Puzzles /Games

Puzzle: "Whose Birthday Is It?" (Teacher made
game)

Writing letters that spell out Martin Luther King.
6. Community/Outside Groups

H. Combination Projects ( Involving two or more of
above areas)

I . Othsr

EVALUATION

A. Of students

Chi ldren will demonstrate their knowledge of
materials introduced through questions ( oral )
presented by teachers.

Rubino, Godlesky , Love joy
Green Valley

East Allegheny School District
N • Hunt ingdon , pa

MARTIN LUTHER KING
Sung In tune of Battle Hymn
Chorus Only

Martin Luther King was a great man,
Martin Luther King was a great man,
Martin Luther King was a great man
And he fought to set his people free.

Free the land of segregation.

Free the land of segregation

And he fought to set his people free.

L. Love joy

WHOSE BIRTHDAY IS IT/

Start at M that Is on the big circle. Write down every other
letter on the lines below. GO AROUND THE CIRCLE TWICE.

11 J 3

SUBJECT AREA: Social Studies

GRADE: K

Unit Plan

I . DATA

A. Topic: Black American History

B. Number of lessons: 5 specific lessons and stories

- 20 small, Informative discussions - 3 music
lessons

II. GENERAL PURPOSE OP UNIT (GOAL)

To appreciate the Important contributions of black
people to our history.

III. SPECIFIC BEHAVIORAL OBJECTIVES

To know who Dr. King Is - recognize his name and photo.
To knew that many black people played a very Important
part In our country's history.

IV. MATERIALS AND RESOURCES
Important Dates list

Kindergarten grade level stories on Famous Black
Americans from Scott, Foresman, and Co., 1969.
"Martin Luther King, Jr., pp. 2-7, & G.
Dittos for the children to color and appreciate.
The pictorial series: Black America - Yesterday and

Todmv. David Cook Publishing Co., Elgin, IL 60120
Songs on records - Silver, Burdett
Additional materials listed with activities below.
"Famous Americans" booklet
Black American History" activities

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings /LI terature

Scott, Foresman and Co. - stories
Dr. King's poem - "I Have a Dream" (See Appena^x
A)

Black poetry in pictorial series

B . Audio-Visual

Photographs, pictorial series Black Amer lea-
Yea terdav and Today

C. Speakers/Panels, etc.

D. Music

Black spiritual "Zion's Children" (Silver,
Burdett)

ERIC

Black spiritual "Sit Down, Brother"
Black play song "Bounce Around"

E. Art

Coloring sheets - Information packets

F . Puzzles/Games

Singing game - "Head, Shoulders, Baby"

0. Community/ Out side Or cups

H. Combination Projects (Involving two or more of
above areas)

1 . Other
EVALUATION

A. Of >?tfients

Teacher directed questions

B. By teacher

A feeling from their answers and our final
discussion that they learned what was Important
and realize how Important Dr. King was.

Lynne L. Sabol
Harding

City of Erie School District
Erie, PA

n -i

SUBJECT AREA: Social Studies

GRADE: K

Lesson Plan

I. BEHAVIORAL OBJECTIVES

That the children will know who Martin Luther King is.
That the children will know why his birthday Is a
holiday.

That each child will be able to identify a picture of
Martin Luther King.

That each child will know that Or. King had a dream-
that all people could be friends.

II . MATERIALS

Kindergarten level story on Martin Luther King from
Scott, Foresaan and Co. A photo of Dr. King and a
copy of his poem, "I Have a Dream." Instructional
Information for the teacher

III. PROCEDURES

A. Motivational and Initiatory Activities

Have a very basic discussion on Dr. King. Show
his picture, read the story, talk about who and
wh*t he was.

B. Developmental Activities ~
Discussion of story

Poem - "I Have a Dream," Instructor . Jan. 1986, p.
76.

Important dates In Dr. King's life
Ditto to color

C. Culminating/Summarizing Activities

A review discussion with questions asking: Who Is
this man (holding up photo). What was his dream?
Why was he important? And so forth. Hopefully a
discussion would start that would pt^nt out all
that I had told and explained about Dr. King.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding Questions - teacher directed

ERIC

Analysis/Reflection by tsachsr

That they, the children, will recognize Dr. King's
photo whenever they see It. That they will
recognize his name and be able to understand how
truly laportant he was to our country and all men.

Lynne L. Sabol
Harding

City of Erie School District
Erie, PA

FAMOUS
AMERICANS
TO:

Read about
discuss
color
LEARN

Page 1

MARTIN LUTHER KING, JR. (1920-1968)

Martin Luther King was a minister. Dr. King read about
men who were great leaders. He was especially interested in
men who led people without violence. Dr. King wanted to help
black people. His dream was equal rights for black people.
He became a great ( leader of his people. He worked for peace.
He won the 1964 Nobel Peace Prize.

PHILLIS WHBATLEY (1753-1784)

Phillis Wheat ley wrote poems. Hep poems were put in a
book. George Washington liked her poems. Her first book of
poems was the second poetry book published by an American
woman .

ERIC

19 26

FREDERICK DOUGLASS (1817-1855)

Frederick Douglass was born a slave. It was against
the law for him to learn to read, but he learned anyway. He
escaped slavery and preached against it. Frederick became a
very important and famous man. He spent his life helping his
fellow man, both black and white.

NAT KING COLE (1919-1965)

Nat King Cole loved music. He played the piano and

sang. He was in the movies and on television. Nat was best

known for his soft singing voice and his easy style of
playing the piano.

21 P,8

AUGUSTA SAVAGE (1900-1962)

Augusta Savage was u famous sculptor. She started
making shaped out of clay when she was very little. Augusta
worked hard and became very famous. She had her own art
gallery and she also taught art to many people.

BLACK AMERICAN HISTORY

We have a very basic discussion Initially to comprehend
why there Is such an event as Black American History
Week.

I have stories on the kindergarten grade level about
some famous Black Americans that I read to my children.
These articles are from Scott, Foresman and Company and
were copyrighted In 1969. They are:

a. Famous Americans

This Includes a small synopsis of:
Benjamin Banneker
Phlllls Wheatley
Nat Love
Matthew Henson
Nat King Cole
Martin Luther King, Jr.

b. Frederick Douglass

c. William C. Handy

d. Augusta Savage

e. Martin Luther King, Jr.

*rom the Scott, Foresman and Company stories I have
compiled a coordinating small packet that I present to
my children. It has a few of the famous Americans In
It with some general statements for each. We go over
the packet and read It together and then they are
Instructed to color the pictures as beautifully as they
can. Naturally, they are to color the pictures true to
life — no orange faces with purple eyes, etc. Please
see the attached example of my packet.

In our room I hang the pictorial series that goes with
Black America — Yesterday and Today . This is a
booklet compiled by the David C. Cook Publishing
Company. The pictorial series Is excellent and the
children certainly enjoy seeing the twenty pictures;
they are most colorful and expressive. The
accompanying booklets or teacher's guide Is excellent
In Its comprehensiveness. The series Is set up In
logical order and It progresses as:

Before Slavery

Ships Brought Slaves

Three Great People — Benjamin Banneker , Richard

Allen, and Phlllls Wheat-ley

Frederick Douglass

Harriet Tubman

f .

Black Men Fought For Their Own Freedom

Plckney Benton Steward Plnchback

Jim Crow Laws

Black Men Helped Build America

Mary McLeod Bethune

Dr. Charles Richard Drew

1 .

Gat ett A. Morgan

Black Explorers

Integrated Armed Forces

Integrated Schools

Dr. Ralph Johnson Bunche

Dr. Martin Luther King, Jr.

r .

Black Writers

Art by Black People

Black Is Beautiful

I do utilize the teacher's guide and we travel around
the room and discuss each picture and Its meaning.

Also, the teacher's guide from the Cook series has some
excellent black poetry in it that the children enjoy
listening to.

Lynne L. Sabol
Harding

City of Erie School District
Erie, PA

SUBJECT AREA: Social Studies GRADE: K

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To develop an understanding of who Martin Luther King,
Jr. was and what he stood for.

II. MATERIALS

Martin Luther King, Jr. : A Picture Book, Margaret
Boone- Jones . Publisher: Regenstelner Publishing
Enterprises , Inc .

III. PROCEDURES

A. Motivational and Initiatory Activities
Read and show picture book to students.

B. Developmental Activities
Discuss Martin Luther King

C. Culminating/ Summarizing Activities

Color, cut and paste activity from Frank Schaffer
Publication #FS-643, Fall/Winter Holidays, #20.

IV. EVALUATION

A. Procedures used to evaluate students'
understanding

Oral responses /participation In follow-up
discussion.

B. Analysis/Reflection by teacher

Kathryn S. Conard
Camp Cur tin ECC
Harrisburg School District
Harrlsburg, PA

SUBJECT AREA: Social Studies

GRADE : K

Lesson Plan

(3-5 Class Periods)

I. BEHAVIORAL OBJECTIVES

To learn about the life of Dr. King, the effect his
life had on me and the wor Id , and how everyone can
learn from what he taught and how he lived.

II. MATERIALS

Book about Dr. King
Civil Rights songs

Information about the Civil Rights Movement, before and
after

III. PROCEDURES

A. Motivational and Initiatory Activities

Ask If the children know the name of their school
and why It has the name It has.

B. Developmental Activities

Begin with discussing the above. Talk about how
people wer3 treated before the movement; how one
man had a dream; The Peace March; how one man
can make a difference.
Books

Personal experiences.
Discussion.

Drawing pictures or other activities.
The National Holiday.

C. Culminating/Summarizing Activities
A play.

Make a diorama

Make a book (His Life: Changes That Have Occurred.
How His Life Affected Me, etc.)

IV. EVALUATION

A. Procedures used to evaluate students 1
unders landing

Verbal test - questions and answers
Play-acting

Florence L. Johnson
Martin Luther King School
Pittsburgh Public Schools
Pittsburgh, PA

SUBJECT AREA: Social Studies

GRADZ: K

Lesson Plan

B I. BEHAVIORAL OBJECTIVES

The children will know that Martin Luther King was a
man who believed problems could be settled without
fighting.

II. MATERIALS

Book: Martin Luther King, Jr.: A Picture Stor> , by
Margaret Boone- Jones.

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities
Read and discuss story.

C. Culminating/ Summarizing Activities
Color picture of Martin Luther King.

IV. EVALUATION

A. Procedures used to evaluate students'
understanding

Questioning*

B. Analysis/Reflection by teacher

Excellent book. Holds children's attention.

Sharon Schurman

Philip Murray School

P 1 1 1 sburgh Public Schools

Pittsburgh, PA

27 o4

SUBJECT AREA: Art /Reading/Library GRADE: K-2

Oni < Plan

I. DATA

A. Topic: Our World: Many Colors, Many People

B. Number of lessons: 3-6 (3 hours total)

II. GENERAL PURPOSE OF UNIT (GOAL)

To emphasize the civil rights Ideals of Dr. Martin
Luther King ( brotherhood , equal Ity , respect of
differences) .

III. SPECIFIC BEHAVIORAL OBJECTIVES

To acquire an understanding of the differences and
similarities of colors and peoples of the world.

IV. MATERIALS AND RESOURCES

Assorted construction paper, crayons, tape, scissors,

9x12 drawing paper.
Books: Llonnl: Little Blue and Little Yellow

Boone- Jones: Martin Luther King, Jr.

Rowe: An Album of Martin Luther King, Jr.
Fllastrlp: "A Family of Man."
Study prints of nature.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readlng/Ll ter ature

Students will hear Little Blue and Little Yellow,
a story about color differences

a. Audio-Visual

Students will view fllmstrlp

C . Speakers/Panels , etc .

D. Music

E. Art

Teacher will show study prints of nature and Its
many colors and peoples. Teacher will share
pictures and Information In Boone- Jones and Rowe
books with students.

F . Puzzles/Games

Finger puppets of different colors with faces made
by students.

G. Community/Outside Groups

H, Combination Projects (Involving two or more of
above areas)

I • Other

IV. EVALUATION

A, Of students

1 . 9x12 11 lust rat Ions /drawings by students
demonstrating understanding of the specific
behavioral objective of unit

2. Listening to responses and comments of
students during puppet response time

Maryann Whann
Janet Shaw
Cobbs Elementary
Christina School District
Newark, DE

O 26
ERLC

SUBJECT AREA: Art /Reading/Library GRADE: K-2

Lesson Plan

I. BEHAVIORAL OBJECTIVES

II. MATERIALS

Assorted construction paper, crayons, tape, scissors,

9x12 drawing paper.
Books; Llonnl: Little Blue and Little Yellow

Boone-Jones: Martin Luther King, Jr.

Rowe: An Album of Martin Luther King, Jr.

III. PROCEDURES

A. Motivational and Initiatory Activities
View fllmstrlp and discuss.

B. Developmental Activities

1. After hearing the Llonnl story, students will
learn about Dr. Martin Luther King, Jr. and
his philosophies through pictorial
representations about him and peoples of the
world .

2. Students will talk about the characters
Little Blue and Little Yellow and discuss how
they are different or the same.

3. Students will make finger puppets using
different color materials and different
faces .

4. Students will then take turns talking about
their puppet, Its color, Its differences and
how proud they are of their puppet.

5. They will then talk about how the world is
made of many things, many colors and many
peoples and how all are Important and good.
They will Illustrate this in drawings.

Maryann Whann
Janet Shaw
Cobb Elementary
Christina School District
Newark, DE

SUBJECT AREA: Social Studies

GRADE: K~4

Unit Plan

I . DATA

A. Topic: Who is Martin L. King?

Why Should We Know About Him?

B. Number of lessons: 2

II. GENERAL PURPOSE OF UNIT (GOAL)

A. Familiarize children with the name of Martin
Luther King and his accomplishments.

B. Give black students someone famous to admire who
Is also black. Give whixe children a black to
admire .

III. SPECIFIC BEHAVIORAL OBJECTIVES

All students know accomplishments of this man.
Learn that one must work hard peacefully to accomplish
greet things.

IV. MATERIALS AND RESOURCES
Filmstrip: "Martin L. King"

Books: Martin L. King Jr.: A Picture Story, Margaret
Boone-Jones, Franklin Watts, Inc., 1968.
Martin Luther King: The Peaceful Warrior, Ed
Clayton, Prentice-Hall, 1964.

Mimeographed picture to color

Song "Martin Luther King." (Fulbright)

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readl ngs /LI t er a tur e

Read from books and discuss with children.

B. Audio-Visual

View and discuss filmstrip

C . speakers /Pane Is , etc .

D. Music

Learn song: "Martin Luther King"

E. Art

Coloring paper of Martin Luther King

o C

P. Puzzles/Games

G. Community /Outside Groups

H. Combination Projects (Involving two or more
above areas)

I . Othfrr
EVALUATION

A. Of students

Oral responses and participation In activities.

B. By teacher

Barbara Isaacman
Camp Curtln ECC
Harrlsburg School District
Harrlsburg, PA

SUBJECT AREA: Social Studies

GRADE: K-6

Dnlt Plan

I . DATA

A. Topic: Dr. Martin Luther King, Jr.; A New

National Holiday

B. Number of lessons: Entire week for all of the

school and Individual activities by teachers for
longer periods as desired, 1986.

II. GENERAL PURPOSE OF UNIT (GOAL)

To bring to the attention of all children the
contributions of Dr. Martin Luther King, Jr.

To make teachers aware of the achievements of Dr. King,
to commemorate his dedication to non-violent social
change, and the effect on the human rights movement

III. SPECIFIC BEHAVIORAL OBJECTIVES

To inspire the pupils to strive for academic
excellence.

To change anti-social behavior to warmer, friendlier
and more tolerant behavior; examining and discarding
stereotypes about different people.

To have pupils early In lire make a commitment to
helping others.

IV. MATERIALS AND RESOURCES
Books

Bacon, Charlotte M.: Dr. Martin Luther King, Jr.: A

Story for Primary Grades, 1978, 1980, 1983, 1986
Boone-Jones: Martin Luther King, Jr.: A Picture Story.

Children's Press, Chicago, 1968.
Behrens, June: Martin Luther King, Jr.: The Story of A

Dream. Children's Press, Chicago, 1979.
Clayton, Ed: Martin Luther King: The Peaceful Warrior,

3rd Edition, Prentice-Hall, Inc., Englewood Cliffs,

NJ, 1968.

Davidson, Margaret: The Story of Martin Luther King: I
Have a Dream , Scholastic Inc., NY, 1986

Parris, Christine King: Martin Luther King, Jr.: His
Life and Dream (elementary level), Ginn and Co.,
1986

Patterson, Lillie: Martin Luther King, Jr.: Man of

Peace. Garrard Publishing Co., Champaign, IL, 1969.
Rowe, Jeanne A.: An Album of Martin Luther King, Jr.,

Pranklin Watts, Inc., NY, NY, 1970.
Taylor, Paula: Coretta King: A Woman of Peace, Creative

Education, Mankato, MN, 1974.
Young, Margaret A. : The Picture Life of Martin Luther

King, Jr., Franklin Watts, NY, NY, 1968.
Ebony Magazine , January, 1986.

ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Li turature

See Materials and Resources above.
School Library

B . Audio-Visual

Teachers included pictures of Dr. King ii, their

classrooms as well as in hall display areas.
Movies on Dr. King's life were shown:

"Dr. Martin L. King, An Amazing Grace," McGraw-
Hill Film, 1978.
"Martin Luther King, Jr.: The Assassin Years."
Centron Films, 1978.

C . Speakers /Pane Is

Principal Loschlavo gave talk about Dr. King over

the public address system.
Essay contest winners read their essays on the

school's TV station.

D. Music

Individual teachers taught, "We Shall Overcome."

E. Art

F . Frzzles/Games

G. Community /Out side Groups

Aliquippa Club of the National Association of
Ne^ro Business and Professional Women's Club
sponsored essay co*V:est for grades 4-6 and a video
program including a movie.

H. Combination Projects (involving two or more of
above areas)

Teachers attended county program on Dr. King and
brought reports back to school; two represented
the school district in Beaver County.

The teachers in the Aliquippa Elementary School
have been observing the birthday of Dr. Martin
Luther King, Jr. for many years on cm individual
basis. Also, pictures of Dr. King have always
been displayed in the hall display areas during
January .

In January, 1986, the entire school observed the
holiday for the week of January 13-17 . A video
taped program was presented on January 17, as
there was no school for the children on January
20; the official holiday.

I . Other

Proclamation from Mayor Daniel Britza presented to
the school principal Anthony Loschiavo, and a
copy to the Aliquippa NBPW Club on the special
TV program in the school

All essay winners received trophies and
certificates .

EVALUATION

A. Of studentr

Students were aware and knowledgeable about TV
programs and news about Dr. King. This was
discussed In classes.

B. By teacher

Teachers learned much more about Dr. King's life
and philosophy during the week from conversations
and discussions.

Charlotte Bacon
Aliquippa Elementary School
Aliquippa School District
Aliquippa, PA

SUBJECT AREA: Social Studies GRADE: K-6

Unit Plan

I . DATA

A. Topic: Life of Dr. King

B. Number of lessons:

II. GENERAL PURPOSE OF UNIT (GOAL)

To create an awareness of a giving person.

III. SPECIFIC BEHAVIORAL OBJECTIVES

To introduce the life and accomplishments of Dr. King.

IV. MATERIALS AND RESOURCES

Martin Luther King, Jr.: His Life and Dream,
(elementary level - Ginn & Co.)

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Black History Social Studies Material (Unit III
Products Price Laboratory School, University of
Northern Iowa)

B . Audio-Visual

Records of his speeches .

C Speakers/Panels, etc.

D. Music

"We Shall Overcome"

"Free At Last"

"Swing Low, Sweet Chariot"

H. Combination Projects (Involving two or more of
above areas)

Class presentations of songs, poems, parts of Dr.
King's speeches.

Mrs. Roslynne H. Wilson
Turner Elementary School
Wilkinsburg School District
Wilkinsburg, PA

ERIC

SUBJECT AREA: Social Studies GRADE: K-6

Unit Plan

I . DATA

A. Topic: Martin Luther King (Building Emphasis)

B. number of Lessons: Varies by grade level

II. GENERAL PURPOSE OF UNIT (GOAL)
Appreciation of human accomplishments*

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will develop an appreciation and general
knowledge oi ? the accomplishments of Dr. King.

IV. MATERIALS AND RESOURCES

Martin Lu'cher King, Jr.: His Life and Dream. Christine
Far^is.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . keadlnga/Ll ,erature

"Test Yo*:~ .now ledge of Dr. King."

B. Audio-Visuals

"Martin Luther King: From Montgomery to Memphis"
(16mm film DCIU)

C . Speakers /Panel s , etc .

Building-wide assembly, January 20.

D. Music

E. *v'-

F. Pv^zles /Games

Contained in packet; See General Suggestions and
Appendix A.

Robert N. Clegg

Principal

Park Lane School

Wm. Penn School District

Yeaden, PA

4 <i

SUBJECT AREA: Social Studies GRADE: K-6

Lesson Plan

I. BEHAVIORAL OBJECTIVES

An appreciation of Dr. Martin Luther King's

contribution to human rights in America
A knowledge of events that led to his leadership
A feeling for the power of his speeches

II . MATERIALS

Short biography of Dr. H. L. King

Songs - "The Ballad of Martin Luther King" and "We

Shall Overcome"
A distillation of his "I Have A Dream" speech
Poems

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Have students memorize portions of his biography
Teach two songs to children - 1 or 2 classes
Send copy of speech to local Black minister

(secure commitment to attend culminating

assembly program)
Develop choral speaking of poems

C. Culminating/Summarizing Activities
Assembly for entire school

Program: Presentation ( oral ) of his biography ( a

thumbnail sketch) and poems.
Song "Ballad of Martin Luther King"
Speech by local Black minister
Entire school sings "We Shall Overcome"

Dr. Bernard E. Nurry

Principal

Ardmore Ave.

William penn School District
Yeaden , PA

A -

SUBJECT AREA: Social Studies GRADE: Pre-Pirst

Unit Plan

I . DATA

A. Topic: Dr. Martin Luther King

B. Number of lessons : 5 or more

II. GENERAL PURPOSE OF UNIT (GOAL)

Help student get an understanding of worth and needs of
all people.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Awareness that all people have needs
Appreciation of self-worth

IV. MATERIALS AND RESOURCES

Negro Heritage Library, Educational Heritage, Inc.,
Yonkers, 1963.

The Days of Martin Lather King, Jr. A Photographic

Diary, Photographs by Roland Mitchell.
DeKay, Janes, Meet Martin L. King, Jr., Random House,

New York, 1969.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Photographs by Roland Mitchell

B. Audio-Visual

C . Speakers /Pane Is , etc •

D. Music

"We Shall Overcome"

£. Art

Arrange pictures of him as child, father, and
leader to make a frieze.

F . Puzzles/Games

Interlocking puzzle with picture of Dr. Martin L.
King Jr.

Rosellnda Campbell
Benner Elementary School
Coatesville Area
Coatesville, PA

SUBJECT AREA: Social Studies

GRADE: Pre-First

Lesson Plan

I. SEK AVI ORAL OBJECTIVES

The child will be aware of the holiday.

The child will be aoie to recognize his picture.

The child will be able to see him In the role of

child, husband, father, and leader.
The child will develop an understanding of civil

rights.

The child will develop an understanding of self-
worth.

II. MATERIALS

Books

Pictures

Films

Songs, etc.

III. PROCEDURES

A. Motivational and Initiatory Activities
Discussion of Dr. King bulletin board.

B. Developmental Activities

1. Share and discuss pictures of him as a child,
husband, father, and leader.

2. Learn song "We Shall Overcome"

3. Draw pictures of people helping each other
and working together.

C. Culminating/Summarizing Activities

1. Play game of "Favorites."

One day only girls will be cal led on for
jobs, for answering questions, etc. Another
day only boys. Finally discuss feelings
about being left-out , etc. Compare feelings
to the races of people in the world. Write
an experience story about feelings.

2. Write experience story of Dr. King.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Teacher observation.

Rosellnda Campbell
Benner Elementary School
Coatesvllle Area
Coatesville, PA

SUBJECT AREA: Social Studies

GRADE : 1

Unit Plan

I . DATA

A. Topic: Martin Luther King, Jr. and other Black
leaders .

B. Number of lessons: 3

II. GENERAL PURPOSE OF UNIT (GOAL)

Knowledge and understanding of Martin Luther King 1 s

accomplishments .
Knowledge about other Important black leaders.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will gain understanding of who Martin Luther

King was, what he did.
Students will gain awareness of Important black

persons .

IV. MATERIALS AND RESOURCES

Martin Luther King, Jr., Boone-Jones, Margaret,

Children's Press, Chicago, 1968.
Picture of Martin Luther King
Poem "Martin Luther King"

"Elem. Level Lesson Plans," Changing Educ . , #1, 2, 1/75
"Martin Luther King," Individualized Lessons in
Reading , selection and Question Sheet "We Are Black"

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readlngs/Mterature

Read and discuss:

Martin Luther King, Jr., book

"Martin Luther King," poem
Read and do activities in:

SRA Kit: We Are Black

B. Audio-Visual

View picture of Martin Luther King, Jr. and
discuss who he was, his beliefs

C. Speakers/Panels, etc.

D. Music

E . Art

P. Puzzles /Quea

6. Community /Outside Groups

H. Combination Projects (Involving two or more
above areas)

EVALUATION

A. Of students

Answers to questions and discussion.

Marie Harrar
Maple Lane Elenentary
Brandywine School District
Wilmington, DE

SUBJECT AREA: Social Studies GRADE: 1

Lesson Plan #1

I. BEHAVIORAL OBJECTIVES

To gain a better understanding of who Martin Luther
King was and what he did.

II. MATERIALS

Martin Luther King, Jr. by Margaret Boone- Jones ,
Children's Press, Chicago, copyright 1968

III. PROCEDURES

A. Motivational and Initiatory Activities
Read picture book to students
Discuss and question after reading

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Evaluate answers to questions.

Marie Harrar
Maple Lane Elem.
Brandywine School District
Newark, DE

SUBJECT AREA: Social Studies GRADE: 1

Lesson Plan #2

I. BEHAVIORAL OBJECTIVES

Recognition of Martin Luther King 1 s picture
Understanding what he was about.

II. MATERIALS

Display picture
Poem

News article

III. PROCEDURES

Show picture to see If they recognize
Read literature and question

Bring about an understanding of Martin Luther King'
endeavors .

IV. EVALUATION

A. Procedures used to evaluate students
understanding

From discussion.

Marie Harrar
Maple Lane Elea.
Brandywine School District
Newark, DE

SUBJECT AREA: Social Studies GRADE: 1

Lesson Plan #3

I. BEHAVIORAL OBJECTIVES

To gain an awareness of important black persons.

II. MATERIALS

SRA Kit We Are Black .

III. PROCEDURES

Select any short story about various people, either
known to students or not. Examples: Martin Luther
King, Bill Cosby, O.J. Simpson.

Read, discuss and ask questions written on SRA cards.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

From discussion.

Marie Harrar
Maple Lane Elem.
Brandywlne School District
Newark, DE

SUBJECT AREA: Social Studies

GRADE : 1

Unit Plan

I . DATA

A. Topic: Martin L. King, Jr.

B. Nuaber of lessons: as needed

II. GENERAL PURPOSE OF UNIT (GOAL)

Introduction to achievements and character of Martin
Luther King.

III. SPECIFIC BEHAVIORAL OBJECTIVES

IV. MATERIALS AND RESOURCES

The Picture Life of Martin Luther King, Jr., Young,
Margaret

20th Century Black Personalities (posters) (Instructor
Publications)

"Martin Luther King, Jr." (Troll A^ociates fllmstrip)
Rev. M. L. King "Greatest Excerpts from His Speeches"

(Motown Record Corp. )
"Martin Luther King, Jr." - Sequence cut and paste,
Frank Schaffer Publ. Co., FS7065 - Holiday Picture
Sequencing, p. 10; FS643 - Holiday/Seasons, p. 20

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Reading/Literature

Read, view and discuss picture book

Read and complete Continental Press ditto

Listen to C. P. story w id discuss

B . Audio-Visual

View and discuss posters and filmstrips

C. Speakers /Panels, etc.

D. Music

Listen and react to speeches on record

E. Art

Do cut and paste activities

F . Puzzles/^^mes

0. Community/ Outside Groups

H. Combination Projects (Involving two or more of
above areas)

I . Other
VI. EVALUATION

A. Of students

1 . Oral response

2. Social Studies Test (see next page)

Sandra M. Turulski
Leasure Elementary
Christina School District
Newark, DE

ERIC

SOCIAL STUDIES TEST

DR. MARTIN LUTHER KING , JR

1. Martin Luther King, Jr. was born on

January 15 June 9 May 20

2. Martin Luther King, Jr. was born in

Delaware Georgia New Yor~

3. His father was a

teacher fireman minister

4. When white people and black people are kept apart, it
is called

segregation integration congregation

5. Martin Luther King was

doctor minister lawyer

6. Martin Luther King, Jr. married

Coretta Scott Julie Andrews Kim Jones

7. The blacks decided not to ride the buses until they
could sit where they wanted to. The bus company lost a
lot of money. This was called a

sit in freedom ride boycott

8. In 1964, Dr. King was awarded a prize which is given to
the person who has done the most for peace. This prize
was called the

Academy Award Nobel Peace Prize Oscar

9. Dr. King fought his battles with

sticks and stones wcrds and ideas

10. In one of his speeches, M. L. King, Jr. said, 11 1 have

o ...

dream gift job

11. Martin Luther King, Jr. worked to help his people get

food clothing equal rights

48 r

ERIC

SUBJECT AREA: Social Studies

GRADE: 1

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To familiarize the children with Dr. Martin Luther
King, Jr.

To make the children aware of the reasons for Dr.

King's efforts.
To introduce the children to black history.
To instill in the children the v -derstanding that each

individual is worthy of respecv and equality.

II. MATERIALS

The Black American, Past and Present, Hayes Publishing
Co., 1968.

Hayes Story Reader of Young Black Americans, Hayes

Publishing Co. , 1971.
Accomplishments of Famous Black Americans , Hayes

Publishing Co. , 1971.
Biographic of Black Americans from our school

library

Materials have accumulated from magazines, etc.
picture* ; poems ; songs .

III. PROCEDURES

A. Motivational and Initiatory Activities

1. Display picture of Dr. King; ask who he is,
what children know about him, why we have a
holiday for his birthday.

2. Discuss why we are going to learn about Dr.
King.

B. Developmental Activities

1. Divide class either by boys/girls or
left/right of classroom; explain that in the
a.m. only one group may do certain activities
because they are "special" { the others are
obviously excluded); in the p.m. reverse the
groups and repeat the same procedure. At *he
enJ of the day discuss how the children .It
when they were discriminated against.

2. Attempt to relate the above experience to Dr.
King's struggle in Alabama.

49 r ^

C. Culminating/Summarizing Activities

1. Write experience story with children about
Dr. King.

2. Color and read ditto about Dr. King.
IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

1. Teacher observation

2. True/false test on blackboard as a class
activity

B. Analysis/Reflection by teacher

There Is very little commercial material available
at the lower primary level. Most of the materials
I use are self-preps red or gleaned from materials
developed for older children or adults. I also
use Dr. Martin Luther King's birthday as a
foundation for our black history studies. The
children seem to have a better understanding and
feeling for Dr. King and his struggle after they
are exposed to additional black history.

Mrs. Daphne Hadley
Benner Elementary School
Coatesville Area
Coatesville, PA

ERIC

SUBJECT AREA: Social Studies

GRADE : 1

Unit Plan

I . DATA

A. Topic: Martin Luther King, Jr.

B. Number of lessons: As needed

II. GENERAL PURPOSE OF UNIT (GOAL)

To acquaint students with the accomplishments and
struggles of Dr. Martin Luther King, Jr. that make him
Important enough to deserve a special holiday.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will develop an understanding of the life of
Dr. King.

Students will develop a better understanding of how

they can dream and make the dream a reality.
Students will develop a better understanding of how

they can settle differences peacefully.
Students will develop an understanding of prejudice,

segregation , violence , racism , protest , dreams , equal

rights.

IV. MATERIALS AND RESOURCES
See specific sections below

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Literature

"A Man for All The People." Frank Schaffer Publ.,
Schooldays , Dec/Jan 1983

B . Audio-Visual

1 . Maps and globus

2. Records " I Have a Dream 11 / M Top of the
Mountain"

C . Speakers/Panels , etc .

D. Music

1. "Martin Luther King," Edna A. Strauss
( Instructor Magazine , 1/70)

2. "Sing About Martin," "Miss Jackie" Welssman
( Instructor Magazine , 1/84)

3. "He Had A Dream", Ruth Manler(See Appendix A)

4. "Oh, Freedom"

5. "We Shall Overcome"

81 rn

E. Art

1 . Portraits

2. Clay bust

3 . Banner

4. Mural of life and works of Dr. King

5. Collage of life and works of Dr. King

P • Puzzles/Games

Crossword puzzle of vocabulary words

G. Community /Outside Groups

H. Combination Projects (Involving two or mor*
above areas)

I . Other
EVALUATION

A. Of students

B. By teacher

Barnla B. Young
Benner Elementary School
Coatesvllle Area
Coatesville, PA

SUBJECT AREA: Social Studies

GRADE: 1

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The students will develop an understanding of Dr .
Martin Luther King's life and works and why we honor
him.

Students will develop a better understanding of the
terms freedom, justice, protest, poverty, love,
e quail ty, minister , segregation, nonviolent ,
democracy, brotherhood, jail , kindness, violence,
negro, equal rights, slavery and dream.

Students will be exposed to the struggles and
accomplishments of Dr. King.

Students will develop an understanding of how they can
settle differences peacefully.

Students will understand ways of dreaming and making
dreams a reality.

Students will develop an understanding of love for all
mankind.

II. MATERIALS
Books

The Picture Life of Martin Luther King, Jr, Margaret B.

Young, c. 1968, Franklin Watts, Inc.
A Pictorial History of the Negro In America, Langs ton

Hughes and Milton Meltzer, Crown Publishers, Inc.,

NY, pp. 307, 309, 315, 317, 319, 331, 338.
The First Book of American Negroes, Margaret B. Young,

c. 1966, Franklin Watts, inc., p. 78.
Martin Luther King: The Peaceful Warrior, Ed Clayton,

c. 1964, Prentice-Hall, Inc., Englewood Cliffs, NJ.
Martin Luther King, Jr.: Boy With A Dreaa, Dharathula

H. Mlllender, c. 1969, Bobbs-Merrill Co., Inc.

Magazines

1 . Instructor

a. January, 1970 ("Martin Luther King," words
and music by Edna A. Strauss)

b. January, 1984, p. 119, "Sing About Martin" by
"Miss Jackie" Welssman.

c. January, 1985, pp. 64-66, "Don't Think Like a
Slave"

53 CO

2. Highlights for Children , January, 3 985, "I Have A
Dream" , pp. 3 2-33.

3. School Days , Nov/Dec/Jan, 1982 and 1983, pp. 28-
29.

4. Frank Schaffer Publications

5. NEA Today

6 . The Golden Legacy- 1 1 lustra ted History Magazine ,
"The Life of Martin Luther King , " Vol . 13 ,
Fitzgerald Publishing Co., Inc. 1972 (comic book
format)

Record

"I Ha^e a Dream/Top of the Mountain"

Mc^s and Globe
BuJ letln Board

Magaz i ne s such as Ebony , Ebony Jr . , Scholastic News ,
Time, Life , for cutting pictures for "King Collage"

Clay, fabric, drawinj paper, paints, crayons for art
projects.

III. PROCEDURES

A. Motivational and Initiatory Activities

1. Discuss bulletin board and get an indication
of students 1 knowledge of the subject.

2. Complete page in February issue of the
Continental Press Monthly Activities Unit.

B. Developmental Activities

1. Read books, listing vocabulary words and
discussing them as they are mentioned in the
books (read not more than 30 minutes at the
time) .

Picture Life of Martin Luther King, Jr.
Martin Luther King: Peaceful Warrior

2. Review vocabulary words/ terms: freedom, lcve,
segregation, jai 1 , slavery, justice, hate ,
nonviolent , kindness , equal rights , protest ,
equality, democracy, violence, negro,
poverty, minister , brotherhood , dream .

3. Review the stories, using other references
listed. Ask questions and organize a chart
showing important events that led to his (Dr.
King's) fame.

4. Use maps and globes to locate key states and
cities where Dr. King traveled and worked as
a Civil Rights Leader.

5. Listen to record "I Have A Dream" and
students will write a story of a dream they
have .

a. Choose volunteers to read story aloud and
discuss how the dream can become a
reality.

ERIC

b . Re-write the stories , Illustrate , make
copies and staple Into books for each
student to have a copy of the book to take
home.

6. Role-play scenes from the life of Dr. King

a. Zarly life

b. Rosa Parks and the Bus Boycott

c. March on Washington

d. Accepting the Nobel Peace Prize

e. Birmingham Jail Experience

7. Involve special area teachers

a. Music teacher: teach , sing with and/or
sing for the students, the following
songs :

"Martin Luther King", Edna A. Strauss
"Sing About Martin" , "Miss Jackie"
Welssman

"He Had a Dream", Ruth Manler (See
Appendix A)

b. Art teacher:

Have students draw a picture of Martin
Luther King of (self) depleting a dream
he has.

Divide class Into 3 groups and make
banners that could be carried in a march
or parade

Make a mural depleting the life of Dr.
King

c. Guidance Counselor

Guide the children in a discussion on
solving problems without violence

d. Librarian

Teach the students how to find Information
on Dr. King In the library.

e. Reading Specialist

Read a story about Dr. King to the class

f. Physical Education Teacher

Teach the students a game Involving "fair
play"

Culminating/Summarizing Activities

1. Help students understand prejudice by
dividing class into two groups (based on eye
color , hair color , height , family , color of
clothing, etc.). Clearly favor one group for
an hour (or a day), while treating the other
group as "second best" in everything. Allow
students to discuss how they felt. Write
about it.

55 C 2

2. Have students cut pictures from magazines and
make a collage of the life and works of
Martin Luther King.

3. Write an experience story ( us Ing facts
learned), about Dr. King. Make copies for
each student to take home stapled to the
songs learned, picture and poem.

4. Plan a birthday party and have each prepare a
personal gift (poem, song, art work,
acrapbook, etc.) that can be used at Dr.
King's birthday party.

5. Crossword puzzle using vocabulary words.

IV. EVALUATION

A. Procedures used to evaluate students'
understanding

1. Active dally participation

2. Simple test

B. Analysis/Reflection by teacher

Watch for changes In the way students Interact
with each other and how they handle problems and
disagreements .

Barnla B. Young
Benner Elementary School
Coatesvllle Area
Coatesville, PA

ERJC

fi3

SUBJECT AREA: Social Studies

GRADE : 1

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The chl ldren will deve 1 op an understanding of the
importance of the holiday honoring Dr. King.

The children will develop an understanding of Dr.
King's belief in non-violence.

II. MATERIALS

Calendar - Pictures of Dr. King

Cards with new words: equality, non-violence, boycott.
Duplicated worksheets. Prank Schaffer Publications,
Inc., FS-7089, Social Studies Mini-Unit - King.

III. PROCEDURES

A. Motivational and Initiatory Activities

Use the calendar and identify children in the
class who will be celebrating January birthdays.

B. Developmental Activities

Use pictures of Dr. King and have children

contribute any facts that they may already know

about Dr. King.
Tell the story of Mrs. Rosa Parks and how her

arrest led to the bus boycott.
Use word cards and discuss equality, non-violence,

and boycotts, Nobel Prize.
Discuss the March on Washington.

C. Culminating/Summarizing Activities

Tne children will dramatize the story of Mrs. Rosa
Parks .

The children can color the illustrations on the
duplicated worksheets and staple the pages into
a booklet.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Use questions to review Dr. King's beliefs in

equality and non-violence.
Use duplicated worksheet.

Carolyn Andrews
Duquesne Elementary
Duquesne School District
Duquesne , PA

SUBJECT AREA: Social Studies GRADE: 1

Dnlt Plan

I. DATA

A. Topic: Martin Luther King

B. Number of lessons: S days

II. GENERAL PURPOSE OF UNIT (GOAL)

Knowledge of Martin Luther King
his contributions.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Introduce Dr . Martin Luther King

Americans.
Become acquainted with other
Appreciation of all peoples.

IV. MATERIALS AND RESOURCES

Troll book worksheets
Weekly Reader
Newspaper articles
Pictures
Fllmstrlps

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings /Li t era ture

Weekly Reader, Newspaper Articles

B. Audio-Visual

Pictures , f ilmstr ips , worksheets .

C . Speakers/Panels , etc .

D. Music

E. Art

Booklet , drawings .

F . Puzzles/Games

G. Community /Outside Groups

H. Combination Projects (Involving two or more of
above areas)

I . Other

and understanding of

as one of the great
beliefs and ideas.

ERLC

EVALUATION

A. Of student 3

Tests, booklets, oral discussions.

B. By teacher

Develop lessons through:

A. Motivational and Initiatory Activities

Write the words "symbol " and " freedom" on
chalkboard. Expand through discussion.

B. Developmental Activities

Further discuss through picture prints, filmstrip,
and Weekly Reader.

C. Culminating/Summarizing Activities

Worksheets, tests, student made booklets*

First Grade Teachers
Green Valley Elementary
East Allegheny School District
N. Huntingdon, PA

VI.

VII.

■ o

SUBJECT AREA: Social Studies

GRADE: 1

Lesson Plan

I* BEHAVIORAL OBJECTIVES

To listen to a story about Martin Luther King

To answer questions

To color, cut, and staple

II. MATERIALS

The Picture Life of Martin Luther King, Jr. by

Margaret B. Young
Mini-book worksheet (crayons, scissors, staples) (Prank

Schaffer's School Days . Nov/Dec/Jui 1985-86)
Worksheet (very short story followed by questions)

(Prank Schaffer's School Days . Mov/Dec/Jan 1984-85)

III. PROCEDURES

A. Motivational and Initiatory Activities

Tell the students why a special day Is set aside
to call to mind that which made a nan called Dr.
Martin Luther King, Jr., famous and special.

B. Developmental Activities

Read to the students "The Picture Life of Martin
Luther King, Jr." Stop occasionally to show
pictures, have open discussion, and class
participation.

C. Culminating/Summarizing Activities

The student will color, cut, and staple his own
mini-book on Martin Luther King, Jr. (Work-sheet)

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

The student will have read to him a short
paragraph summarizing the life of Martin Luther
King, Jr., and will write answers in response to
questions about the paragraph (Worksheet).

B. Analysis/Reflection by teacher

Have each student tell one important fact that
they have learned about Dr. Martin Luther King.

Rita R. Vucic
Evergreen

Gateway School District
Monroevllle, PA

SUBJECT AREA: Social Studies

GRADE : 1

Unit Plan

I . DATA

A, Topic: Studies of Non-Violence, Civil Rights, and
King's role In American History

B. Number of lessons:

II. GENERAL PURPOSE OF UNIT (GOAL)

To enhance the students 1 awareness of the contributions
of Dr. Martin Luther King and other famous people to
our culture and society.

III. SPECIFIC BEHAVIORAL OBJECTIVES

IV. MATERIALS AND RESOURCES
Books

Meet Martin Luther King, Jr.

Martin Luther King, Jr.: A Picture Story, Margaret
Boone-Jones

Audio-Visual

"Free at Last" (record)

"Apostle of Non Violence" (Fllmstrlp and tape)
"Black Like Me" (record)

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Have children locate In library biographies of
King and other famous blacks. Teacher will read
stories to class.

B. Audio-Visual

Include films and films trips pertaining to Dr.
King's life. Show films and filmstrips of the
lives of other outstanding blacks in the cause for
brotherhood.

C. Speakers/Panels, etc.

Partners in Education, Community Affairs.

D. Music

Select simple freedom songs and have students work
up dance pantomimes with songs as musical
background

B . Art

Draw pictures or make posters of different races
and distribute around school* Work with
neighborhood businesses to distribute in the
community as well.

F . Puzzles/Gauss

Words we hear and use when learning about Dr.

Martin Luther King, Jr. Use the words to fill in

the puzzle. Match words and pictures.

6. Community/Outside Groups
Community Awareness

H. Combination Projects (Involving two or more of
above areas)

I . Other
VI . EVALUATION

A. Of students

B. By teacher

Mrs. Wright
Shimmell E.C.C.
Harrisburg School District
Harrisburg, PA

ERLC

SUBJECT AREA: Social Studies GRADE: 1

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Awareness In students of the many contributions Dr.

Martin Luther King, Jr. and many others have made

that are part our everyday life.
Recognize enriching aspects of their lives due to

efforts frou Individual contributions.

II. MATERIALS

Films trips, film.

Beads, beans, paper and other appropriate materials for
mosaics.

"Lift Every Voice and Sing", words and music or record.
II. PROCEDURES

P. Motivational and Initiatory Activities

1. Set up a central bulletin board around major
events In the life of Dr. King.

2. Set up learning centers.

B. Developmental Activities

1. Draw pictures of King at different phases of
his life; as a boy In church, as school boy,
as young preacher, as speaker, and as Nobel
Prize recipient.

2. Making simple puppets can enact specific
episodes from life of Dr. King.

3. Use appropriate materials to make mosaics of
Dr. King and other outstanding blacks.

C. Culminating/Summarizing Activities

1. Will enhance children's respect and
appreciation for all people and their
contributions .

2, Sing or listen to the Black National Anthem,
"Lift Ev'ry Voice and Sing."

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

This unit will mark the intioductlon of
brotherhood month which will take place in
February.

Analysis/Reflection by teacher

Teacher will teach unit on the country (culture)
of his/her choice. Special teacher will then
teach songs and dance (music), games (gym) and
creative projects (art) for that unit.

Mrs. Wright
Shimmel ECC

Harrisburg School District
Harrisburg, PA

SUBJECT AREA: Social Studies GRADE: 1

Lesson Plan

(3-5 Class Periods)

I. BEHAVIORAL OBJECTIVES

Students will develop a better understanding of Martin
Luther King, Jr., what he stood for and the effect that
he has on all Americans, even today.

II. MATERIALS

Martin Luther King, Jr.: A Picture Story, by Margaret
Boone-Jones

III. PROCEDURES

A. Motivational and Initiatory Activities

Give background Information to children about
Martin Luther King, Jr.

B. Developmental Activities

Read and discuss the book with the children over a
period of several days.

C. Culminating/ Summarizing Activities

Creative Writing: Students can write and
Illustrate stories about Martin Luther King,
Jr. 'a nfe.

Students *n complete the sentence "Freedom is.-."
as many times as possible In a given time
period.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Through discussions and creative writing students
will indicate their understanding of martin Luther
King, Jr. and what he represented.

B. Analysis/Reflection by teacher

Jerri Jones
Franklin Elementary
Unlontown Area School Dlst.
Unlontown, PA

SUBJECT AREA: Social Studies

GRADE: 1

Unit Plan

I . DATA

A. Topic: Martin Luther King, Jr.

B. Number of lessons: 4

II. GENERAL PURPOSE OF UNIT (GOAL)

To convey to the students people should be considered
as Individuals and If judgments are made, they should
be based on character rather than color. All humans
are entitled to certain rights.

III. SPECIFIC BEHAVIORAL OBJECTIVES

The students will be able to understand that Martin
Luther King was a man with a purpose; to achieve equal
rights in all facets of society for blacks and the
poor; to overcome prejudice, Ignorance, poverty so that
all men might live together as dignified human beings
respecting one another.

IV. MATERIALS AND RESOURCES
Books

Worksheets

Construct Ion paper , scissors , yarn , pencl Is

Mlnlbook

Library

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Literature

Read portion of "I Have a Dream" (See Appendix A)

B. Audio-Visual

C . Speakers/Panels , etc .

D. Music

Teach song "We Shall Overcome"

E. Art

• Connect dots on worksheet to construct picture;
color.
Make medallions

P. Puzzles/Games

Word puzzles

G. Community/Outside Groups

H. Combination Projects (Involving two or more of
above areas)

I . Other
EVALUATION

A. Of students

Multiple choice test (read by teacher)
Mini book

B. By teacher

Do students understand the meaning of prejudice?

More importantly, am I , as an individual, a human
being able to Instill In the students a sense of
pride, of value, of self -worth, that they will
have no need , no desire to make others feel
Inferior in anyway.

Dorothy Dantzler
Lafayette

Unlontown Area School Dist.
Unlontown, PA

SUBJECT AREA: Social Studies

GRADE: 1

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The students will be able to understand that Martin
Luther King was a man with a purpose, to achieve equal
rights In all facets of society for blacks and the
poor; to overcome prejudice, Ignorance, poverty so that
all men might live together as dignified human beings
respecting one another.

II. MATERIALS
Books

Worksheets

Construction paper, scissors, yarn, pencils
Mini books

III. PROCEDURES

A. Motivational and Initiatory Activities

Show pictures of Martin Luther King, read story.

B. Developmental Activities
Discuss story In general

Define dream as related to Martin Luther King's

dream of peace
Define peace

Discuss physical differences In Individuals, e.g.,
hair differs In color however It's all hair*
eyes, skin, etc. All are born, live, die; we
all get sick; we all display varied emotions.
We ' re all individuals with individual
differences yet we are all humans.

C Culminating/Summarizing Activities

Students act out short skits relative to unfair

treatment of peers (correlate with unfair

treatment of minority groups).
Students complete worksheets using code to spell

Martin Luther King (math)
Make construction paper medallions with Dr. King's

nan birth and death dates and peace symbol.

* 0

ERLC

EVALUATION

A. Procedures used to evaluate students'
understanding

Multiple choice test (to be read by teacher)
Students put pages of aini book (made by teacher)
In order

B. Analysis/Reflection by teacher

Hopefully the students will be able to understand
that all people should be able to live together as
human beings ; that we should evaluate based on
character rather than color.

Dorothy Dantzler
Lafayette

Uniontown Area Schcoj Dist.
Unlontown, PA

SUBJECT AREA: Music

GRADE: 1-3

Lesson Plan

I . DATA

A. Topic: Music as related to Martin Luther King

B. Number of lessons: 1 class period

II. GENERAL PURPOSE OF UNIT (GOAL)

To show how words of songs can give meaning to or
explain equal rights and brotherhood.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Sing three songs and be able to enunciate words clearly
In a pleasing manner. Students will use song words to
cite examples of brotherhood.

IV. MATERIALS AND RESOURCES

Piano , sheet music , records , autoharp , tambourine .

Motivational music selection called "What Color Is
God's Skin?" from the traveling group Up With People .
"Born Free" and "Abraham, Martin & John."

Developmental - learn 3 songs and discuss words dealing
with Brotherhood.

V. EVALUATION

A. Of student?

Students will speak during class as to what they
know of "brotherhood 1 ' and their discussion will
act to evaluate their Interpretation of the songs.

Marty Llndquist Burke
Bayard

Christina Sch^ - 1 District
Newark , DE

t i

ERLC

SUBJECT AREA: Social Studies GRADE: 2

Unit Plan

I . DATA

A. Topic: A Drum Major for Peace

B. Number of lessons: 8 (attached are onl\ a few
mini-lessons)

II. GENERAL PURPOSE OF UNIT (GOAL)

To understand the life and times of Dr. Martin Luther
King*

III. SPECIFIC BEHAVIORAL OBJECTIVES

Pupils will be able to understand the purpose of a
boycott .

Pupils will be able to understand the terms
nonviolence, demons trat ions, freedom march,
brotherhood, civil rights.

IV. MATERIALS AND RESOURCES

Martin Luther King, Jr.: His Life and Dream, Christine

K. Farrls. Ginn & Co., 1986.
Martin Luther King, Jr.: The Story of a Dream. June

Behrens .

Martin Luther King: The Peaceful Warrior. Ed Clayton.
Also see suggestions below.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Reading/ Literature

(See attached poems)

B . Audio-Visual

Play recording of speeches
Present slides/f ilmstrip on King

C. Speakers /Panels, etc.

Pupils reciting poetry, speeches.

Invite a member of the clergy, city, and community
to speak to an assembly.

D . Music

Song: "We Shall Overcome" adapted by Zilphia
Horton

Song: "There Was a Man" (author unknown)

E. Art

Pictures Illustrating phases of King's life, such
as father, author, minister, college student,
speaker, etc.

Display aural Illustrating the boycott, march on
Washington , etc .

F. Puzzles/Games

Acrostic Puzzle

Martin Luther King, Jr.: His Life and Dream,
Christine K. Parris. Ginn & Co., 1986, p. 13,
p. 20-21, p. 32.

0. Community/Outside Groups

Invite a member of the local NAACP

H. Combination Projects ( Involving two or more of
above areas)

Assembly program involving community leaders and
pupils.

1 . Other

EVALUATION

A. Of students

Students perform at an assembly for the entire
school and share what they have learned.

B. By teacher

Understanding of ideas and vocabulary alone
througn group discuss ion and completion of
worksheet on King.

Joyce Peaco

Lombardy Elementary School
Brandywine School District
Wilmington, OB

MARTIN LUTHER KING
(Group Poem by J. Peaco and Room 10)

There was a gentle per eon

Who traveled throughout the land

He gave many epeechee

This kind and fanoue man

He watched how some Americans
Here not treated the ease
He eald these laws must be changed
To keep thee would be a shame

He led peaceful demonstrations
To help all mankind
He believed In non-violence
With all of his alnd

He taught his followers

To love and not to hate

Today his Ideas are being carried on

By Mrs. Xing, his wife and aate

In Geneva, Switzerland, there were many people

Who were talking 9 bout peace

Let 1 s not sake sore nuclear weapons

We want the number to decrease

After he traveled to Oslo, Norway
To receive the Nobel Prize for Peace
He still helped other people
His efforts did not cease

Let's all do our small part
To bring about peace In our land
If we treat each other as brothers
Now wouldn't that be grand!

When Dr. King's dream of peace comes true
We'll all be glad to sing
To a famous black American
Named Martin Luther King

ACROSTIC

(Choral speaking presentation developed
by J. Peaco and Room 1C)

N stands for Marvelous. He did lots of nice things

A stands for Active. He went many places

R stands for Reading. He read a lot

T stands for Television. He was often seen on t.v.

I stands for Intelligent. He studied hard and went to

college. He earned a doctor's degree
N stands for Nation. He wanted all people In our nation

to be treated alike.

L stands for Laws. He wanted bad laws changed

0 stands for Understand. He wanted the world to

understand how some people were not treated fairly
T stands for Talks. He gave many speeches
H stands for Helping. He loved helping others
B stands for Education. He thought that school was very

Important

R stands for Religion. He studied religion In college

K stands fox Knowledge. He felt that you should learn
something every day

1 stands for Ideas. He put some of his ideas In the

books he wrote

II stands for Nobel. In 1964, he won the Nobel Prize for
Peace

Q stands for Ghandl . He followed the teachings of
Mohandas Ghandl.

ERLC

MARTIN LUTHER KING
(Poem for choral speaking)
Author Unknown

Martin Luther King was a great man
He was very brave and strong
Once he said that he wished
That he could live real long

He led peaceful demonstrations
To help mankind
He knew all men were equal
In him most holy mind

He won the Nobel Peace Prize

But at the peak of his fame

Someone without love In his heart killed him

Someone who thought men weren't the same

When his dream of equality comes true
To him we all shall sing
To a loving, kind, man
Named Martin Luther King.

Song: Accompanied by xylophones

"HIS HAD A DREAM"
Author Unknrwn

P P P P P G-P E
There was a man, a gentle man

C A A A A 6PG
Who gave up his 1-tfe for his land

CA AAA A B b G F E

He reached out his hand to touch ever/ heart

C C C C 0 B b A B b
Pot he knew that we V urderstand

C C C C D C B b P b B° C
This man had a dream that someday for all

B A A A G F G
The bells of freedom would ring

C F P F A A CCF
His dream will become reality

P GAAAGFGF
And h A 9 nam* 3 Martin futher King

(C indicates C above middle C)

SUBJECT AREA: Social Studies

GRADE : 2

Lesson Plan

(3-5 class sessions)

I. BEHAVIORAL OBJECTIVES

To develop an understanding of the c5vil rights

movement and why It was necessary.
To be able to explain the terms boycott, non-violence,

freedom march, civil rights, unconstitutional.

II. MATERIALS

Biographies on King's life
Encyclopedias and other reference books
Posters and pictures from magazines, books
Martin Luther King, Jr: The Story of a Dream
Song: "He Had a Dream" by Ruth Manler. Reprinted with
permission. (See Appendix A.)

III. PROCEDURES

A. Motivational and Initiatory Activities
Display of pictures on King's life

B. Developmental Activities

Listen to stories about Dr. King

Acting out the play in the text Martin Luther
King, Jr.: The Story of a Dream, June Behrens

Gather Information to be put in booklet form on
the life of Dr. King

Learn and play song "He Had a Dream"

C. Culminating/Summarizing Activities

Presentation of an assembly program
Making an Individual booklet on King's life and
' imes

Be klets will be on display at the assembly
program J i January

IV. EVALUATION

a. Procedures used to evaluate itadants 1
understanding

Group discussion
Completion of worksheet

Arulysis/Roflection by teacher

Observation of pupils understanding and acceptance
of all people and the right of all Americans to be
accepted as equal citizens.

Joyce Peaco
Lombardy Elementary
Brandywlne School District
Wilmington, DB

SUBJECT AREA: Social Studies

GRADE : 2

Mini-Lesson Plan #1

I. BEHAVIORAL OBJECTIVES

To understand the bus boycott in Montgomery, Alabama.

II. MATERIALS

Teacher background on bus boycott.

Book: Martin Luther King: The Story of A Dream, p. 7 ,
14-15.

III. PROCEDURES

A. Motivational and Initiatory Activities
Introduce vocabulary : boycott , arrest, unfai:
laws , Rosa Pc.rks , protest , Montgomery, Supreme
Court

B. Developmental Activities

Develop the lesson by reviewing pages 14-15 in the
Farrls book and read Martin Luther King Jr.: The
Story of A Dream by June Behrens to the class.
This text is Ideal In helping children below
fourth grade to understand the life and times of
Dr. King. Help pupils to understand that certain
sections of the city buses were reserved for
whites only. If ^ black person sat In that
section, they were breaking the law and could be
arrested. Dr. King told the people that the law
was unfair. He tried to talk to city leaders but
the law was not changed . He told the people to
stop riding the buses . Let them think and
discuss how this hurt the bus company. Explain
that the boycott lasted over a year (381 days) and
finally in December of 1956, the U.S. Supreme
Court ruled that the laws in Montgomery were
unfair.

C. Culminating/Summarizing Activities

The following questions can be used to develop
lesson but can also be used as a summary of
learning:

. Who is ) osa Parks?
. Where is Montgomery?
. What is a bus boycott?

. How did Dr. King help the people of Montgomery
to change bad laws?

IV, EVALUATION

A. Procedures used to evaluate students 1
understanding

Discussion and answers to questions

Joyce Peaco
Lombardy Elementary
Brandywine School District
Wilmington, DE

ERLC

SUBJECT AREA: Social Studies

GRADE: 2

Mini-Lesson Plan #2

I. BEHAVIORAL OBJECTIVES

To gain knowledge about Martin Luther King's background
and Ideals.

II. MATERIALS

See Unit resource materials.
XXX. PROCEDURES

A. Motivational and Initiatory Activities
Introduce vocabulary: minister , civil rights ,
nonviolence, college, Boston, Atlanta, Ghandi,
NAACP , Constitution.

B. Developmental Activities

Develop the lesson by reading background material
frcm the resources listed. Stress that Dr. King's
desire to help black people came from his father.
He listened to his father's sermons. Explain that
Dr. King saw his father try to change laws by
defying "whitrs only" signs. Explain the term
civil rights . Help pupils to understand that
these rights were guaranteed a long time ago to
all citizens In the Constitution. Show a picture
of the Constitution and explain how men developed
these laws <* long time ago when our country was
formed.

Locate India on the map and explain that this was
the birthplace of Ghandi. Explain that he
believed in nonviolence and led the people of
India in peaceful protests. Explain the term
"protests" and how the people changed conditions
without force.

Locate Boston and Atlanta on the map and explain
that Dr. King lived in both places. Let them find
out which place Is his birthplace. Help them to
understand the purpose of the NAACP and what the
letters stand for.

Culminating/ Summarizing Activities

Following questions can be discussed as reading is
done, but can be used as summary of understanding
also:

. What did Martin Luther King want to do?

. Why did he become a minister?

• Where ^ 1 he get the Idea of nonviolence?

. Who is .ohandas Ghandl?

. What country was he from?

. Why did black people need help at this time in
America?

Jo/ce Peaco
Lombardy Elementary
Brandywine School District
Wilmington, DE

SUBJECT AREA: Social Studies

GRADE : 2

Mini-Lesson Plan #3
1. BEHAVIORAL OBJECTIVES

To gain an understanding of Martin Luther King's life.
IX. MATERIALS

See Unit Plan
III. PROCEDURES

A. Motivational and Initiatory Activities
Introduce vocabulary : slavery , segreo ; ion .

B. Developmental Activities

Develop the lesson by telling pupils about
segregation and separate facilities for different
people. Explain that the color of one's skin kept
black people froa being allowed at public
playgrounds , restaurants , Lall games except in
certain areas . Use the book by Christine King
Farrls for background information.

Emphasize that Dr. King's parents taught him to
stand up for what he believed was right.

Ct Culminating/Summarizing Activities
Questions to develop lesson:
. What was life like when Dr. King wab a boy?
. What did he learn about his country wnen he was
young?

Joyce Peace
Lombardy Elementary
Brandy.tlne School District
Wilmington, DE

SUBJECT AREA: Social Studies

GRADE: 2

Mini-Lesson Plan #4

I . BEHAVIORAL OBJECTIVES

To gain understanding of Martin Luther King's life.

II. MATERIALS

Sec Unit Plan.

III. PROCEDURES

A. Motivational and Initiatory Activities
Introduce vocabulary: Freedom march, Lincoln
Memorial, Washington, DC, speech, crowd.

B. Developmental Activities

Develop the lesson by rereading pages 18-25 In the
Behrens text. Let pupils act out the march.
Stress that this was the biggest public
demonstration by a group of people In the history
of the U.S. Locate Washington , DC on a nap .
Explain why the Lincoln Memorial was a good place
for Dr. King to talk about equal rights and
freedom. Explain that Dr. King's speech on that
day In Washington, DC has become famous. Read the
part on p. 23 in the Behrens text. A good reader
may be able to read pages 22-23 of the n I Have a
Dream" speech In the above text . Display
pictures of the march In the Behrens and Parr Is
text.

C. Culminating/Summarizing Activities
Questions to develop lesson:

• Where did the people coite from?
. Where Is the Lincoln Memorial?
. Why did the marchers carry signs?
. What did Dr. King preach about?

Joyce Peaco
Lombardy Elementary
Brandywlne School District
Wilmington, DE

SUBJECT AREA: Social Studies

GRADE; 2

Unit Plan

I . DATA

A. Topic: Black History Studies

B. Number of lessons: as needed

II. GENERAL PURPOSE OF UNIT (GOAL)

To become acquainted with black leaders, especially
Martin Luther King, Jr.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will relate Idea of MLK "Dream 11 to their

"dreams" , selves and world.
Students will gain knowledge of L~ack leaders through

variety of activities.

IV. MATERIALS AND RESOURCES
Library resources.

"I Have a Dream" film and other appropriate fllns.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings /LI t erature

Discuss readings about other black leaders.

B. Audio-Visual

Movies from local libraries*

C. Speakers/Panels, etc.

D. Music

E. Art

F . Puzzles/Games

G. Community/ Out side Groups

H. Combination Projects (Involving two or more of
above areas)

Bulletin Board ideas. Theme: "We Have a Dream."
Have children write about their own dreams. Have
a child draw a picture of Dr. King and place the
creative writing all around the picture.

85 n

Other

Role-play.

Research reports on black leaders (emphasize
difficulties encounters and how opportunities
have changed for minorities).

Learning center-match leaders with contributions
to society.

Creative writing

J. Curtis

D. OeLeva

E . Feeney
L. Graff

Maple Lane Elementary
Brandywine School District
Newark, DE

SUBJECT AREA: All

GRADE : 2

Unit Plan

I . DATA

A. Topic: Dr. Martin Luther King

B. Nuiuber of lessons: 5

II. GENERAL PURPOSE OP UNIT (GOAL)

To help students understand and appreciate the
contributions of Dr. King.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Children will write and illustrate three facts about

Dr. King's childhood.
Children will color and construct a mini-book.
Children will act out a story ending.

Children will complete a variety of //orksh3ets which
include matching words and pictures, filling in
blanks and coloring.

Children will learn and sign a song.

Children will create and illustrate a personal dream

for a better world.
Children will design a banner or poster to honor Dr.

King.

Children will write a poem or story about Dr. King.

IV. MATERIALS AND RESOURCES

A bulletin board display of pictures and clippings on
Dr. King.

A display of library books and magazine articles.
Frank Schaffer skillsheets.

Words and music to "Sing about Martin" and "Rainbow

Song." (See Appendix A)
A variety of art supplies.

V. ACTIVITIES TO CELEBRATE Martin LUTHER K^NG BIRTHDAY

A. Readinr~/Literature

1. P^.ous Friends, Can^ace B. Wells and Jeri A.
Carrol .

2. Martin Luther King, Jr.: A Picture Story,
Boone-Jones .

3. Meet Martin Luther King, Jr., de Kay.

4 . "I Have a Dream , " Highlights Magazine , Jan .
1985, pp. 32-33.

5. The Mini Page, Betty Debnam, Universal Press
Syndicate, Jan. 8, 19C4.

87 Q :
<>'t

6. A Man for All People.

7. Open-end Stories, Jean Brambs, Grade Teacher,
April 1969, p. 123.

8. Available books from school library

B. Music

1. "Rainbow Song," Pattl Shlmomura and Janet
Shibuya, Creative Teaching Press. (See
Appendix A)

2. M Slng about Martin," "Miss Jackie" Welssmar,
Instructor , January 1984.

C. Art

1. Original drawings, banners and posters

D. Puzzles/Oases

1. X and 0 review game

E. Other

1. A variety of sklllsheets, color sheets and
teacher-aade tapes to be used as center
activities or Independent work activities.

EVALUATION

A. Of students

1. Monl torlng written assignments and oral
discussions

2. Teacher-aade test

B. By teacher

Observing the sharing of Ideas and enthusiasm of
children which has been generated by the
discussions and written activities on Dr. Martin
Luther King, Jr.

Evelyn Markley
May B. Leasure School
Christina School District
Newark, DE

SUBJECT AREA: Social Studies/L.A.

GRADE : 2

Lesson Plan #1

I. BEHAVIORAL OBJECTIVES

Children will write and illustrate three facts about
Or. Klng*s childhood.

II. MATERIALS

Display of pictures and clippings
Dr. King: A Boy with a Dream
Crayons and story paper

III. PROCEDURES

A. Motivational and Initiatory Activities

Use picture display to encourage children to share
ideas $ knowledge about Dr. King.

B. Developmental Activities

Read Dr. King: A Boy with a Dream

Discuss Dr. King's early childhood and compare it
to student's life now.

C. Culminating/ Summarizing Activities

Children will write 3 sentences about Dr . King 1 s
early life and Illustrate the sentences.

IV. EVALUATION

A. Procedures used to evaluate students 1
underspending

Check above assignment for under standing.

B. Analysis/Reflection by teacher

Children should be able to recall facts and make
comparisons about Dr. King's childhood and their
way of living.

Evelyn Markley
May B. Leasure School
Christina School District
Newark, DE

ERLC

SUBJECT AREA: Social Studies/Art

GRADE: 2

Lesson Plan #2

I. BEHAVIORAL OBJECTIVES

Children will color and construct a mini-book about Or.
Martin King.

Children will act out an ending to an open-end story.

II. MATERIALS

Mini -book worksheet (Prank Schaffer Publications)
Crayons, scissors, staples.
Open-end story.

III. PROCEDURES

A. Motivational and Initiatory Activities
Pass out mini-book sheets.

B. Developmental Activities

Read and discuss mini -book worksheet.

Focus on the achievements of equal rights for

everyone. What does It mean and how does It

relate to us In our dally lives?
Provide an open-end story and have children act

out an appropriate ending.

C. Culminating/Summarizing Activities

Follow the performances with a group discussion of

what happened and why.
Construct mini-book (Can be done as independent

seat work . )

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Group endings to story should reflect positive
Interpretations based on Dr. King's beliefs.

B. Analysis/Reflections by teacher

Chi ldren should show an understanding of Dr .
King's beliefs and be able to apply them to their
own life.

Evelyn Markley
May B. Leasure School
Christina School District
Newark, DE

SUBJECT AREA: Social Studies/Music GRADE: 2

Lesson Plan #3

I. BEHAVIORAL OBJECTIVES

Children will sing song "Sing about Martin."

Children will natch words and pictures about Dr. King.

II. MATERIALS

Worksheets - How Did Martin Lutner King Work for
Peace?

Martin King Worked in Non-Violent Ways
Scissors, paste and crayons.

Words to 'Sing about Martin," ( Instructor Magazine

January 1984, p. 119)
Article - A Man for All the People

III. PROCEDURES

A. Motivational and Initiatory Activities
Learn and sing "Sing about Martin"

B. Developmental Activities

Read and discuss A Man for All the People

C. Culminating/ Summarizing Activities

Complete the two worksheets

IV. EVALUATION

A. Procedures used to evaluate students
understanding

Successful completion of worksheets

B. Analysis/Reflection by teacher

General observation of children 1 s enthusiasm i
singing song and completing written assignment.

Evelyn Markley
May B . Leasure School
Christina School Discrict
Newark, DE

i/0

SUBJECT AREA: S.S. /L. A. /Art/Music

GRADE : 2

Lesson Plan #4

I . BEHAVIORAL OBJECTIVES

Children will write about and Illustrate their personal
dream for all people.

II. MATERIALS

Words to "Rainbow Song." Reprinted with permission.

(See Appendix A.)
Worksheet - Martin Luther King, Jr. "I Have a Dream. 11
Story paper and crayons.

III. PROCEDURES

A. Motivational and Initiatory Activities

Read words to "Rainbow Song" and introduce
worksheet .

B. Developmental Activities

Discuss the meaning of Dr. King's famous words 11 1

Have a Dream. . . " .
Focus on some problems In our worM and life today

and what can be done to make the world a better

place for all people.

C Culminating/Summarizing Activities

Children will write about and Illustrate "a dream"
that they might have to make the world a nicer
place to live for all people.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Check above assignment for understanding.

B. Analysis/Reflection by teacher
Successful completion of assignment.

Evelyn Mark ley
May B. Leasure School
Christina School District
Newark, DE

SUBJECT AREA: S.S/L.A./Art

GRADE: 2

Lesson Plan #5

I. BEHAVIORAL OBJECTIVES

Children will choose to write a poem or story, create a
banner or poster honoring Dr. King which shows some
Important contribution that Dr. King made for the
people .

II. MATERIALS

A variety of writing and art materials.

III. PROCEDURES

A. Motivational and Initiatory Activities

Play X and 0 game to review lessons on Dr. King.
Children are divided Into two groups. They will
answer questions and the group wh<ch answers the
most questions correctly wins. A grid Is put on
the board and numbered from 1 to 9 . Children
choose number and teacher asks corresponding
question . Grid numbers may be added to when
numbers are completed.

B. Developmental Activities
Review Game X and 0

C. Culminating/Summarizing Activities

Children will choose to write a poem or story,
create a banner or poster which depicts an
important aspect of Dr. King's life.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Success with game and project

B. Analysis/Reflection by teacher

Successful completion of task chosen. Children
will enjoy sharing their project with other class
members .

Evelyn Mark ley
May B. Leasure School
Christina School District
Newark , DE

100

SUBJECT AREA: Social Studies

GRADE: 2

Unit Plan

I . DATA

A* Topic: "Famous Americans"
B. Number of lessons: 10

II. GENERAL PURPOSE OF UNIT (GOAL)

To Introduce "Famous Americans" whose birthdays are
celebrated In January and February.

III. SPECIFIC BEHAVIORAL OBJECTIVES

To become aware of famous Americans and show
understanding of their contributions.

IV. MATERIALS AND RESOURCES
See specific lesson plan.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Reading/Literature

Read Hart in Luther King, Jr. and discuss
Read poem as choral reading

Read "I Have A Dream" and "A Man with A Dream,"
discuss

B. Audio-Visual

View and listen to fllmstrlp and cassette

C . Speakers/Panels , etc .

D. Music

Listen to "Martin Luther King", song and sing
along

E. Art

Picture of MLK to color
Poster of hands
Mini-book to color

VI . EVALUATION

A. See Lesson Plan.

Marilyn Weller
J • R • Downes

Christina School District
Newark, DE

in;

SUBJECT AREA: Social Studies

GRADE: 2

Lesson Plans

(At least 2 lessons depending on time per period)

I. BEHAVIORAL OBJECTIVES

To highlight and to become more aware of the life of
Dr. Martin Luther King and his contribution to
contemporary life.

II. MATERIALS

Mlnlbook (Prank Schaffer Publ.)

Books: Martin Luther King, Jr., Margaret B. Young
Plimstrlp and Cassette: "Martin Luther King, Jr.",

Margaret Boone-Jones
Music: "Martin Luther King", Theresa Pulbrlght

"Martin Luther King Jr.: An Album", Jeanne A. Rowe
Stories: "I Have a Dream" ( Highlights for Children ,

Jan- 1985); "A Man with a Dream" (Prank Schaffer

Schooldays , Nov/Dec/Jan 1984)
Poem and picture of Martin Luther King

III. PROCEDURES

A. Motivational and Initiatory Activities
Plimstrlp and cassette (day 1); story (day 2)

B. Developmental Activities
Day 1

1. Discussion: Peace, togetherness, and
brotherhood (discussion of film).

2. Read Poem: choral read (each child has copy)

3. Color picture: ditto picture
Day 2

1. Song (on cassette) listen and sing along

2. Cut and color mini book

C. Culminating/ Summarizing Activities

1. "I Have a Dream" (discussion of children in
picture and story.

2. Drawing hands for "A Dream of Peace"

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Discussion outcomes
Art activities

Marilyn Heller
J. R. Downes

Christina School District
Newark , DE

102

MAKING A POSTER "A DREAM OF PEACE"

Materials: Assorted construction paper, scissors, chart paper
and pencils

Using various colors of construction paper (various colors of
skin) each student will trace his or her hand on the paper
and cut It out. Hands are then placed In a circle on chart
paper. In the center of the paper write the words n A Dream
of Peace" (use large cut out letters).

Contributed by:
Phyllis Miles

SUBJECT AREA: Social Studies

GRADE : 2

Lesion Plan

George Washington Carver

I. BEHAVIORAL OBJECTIVES

The pupil will be able to write a few sentences about
the derivatives of the peanut as a result of George
Washington Carver's research.

II. MATERIALS

U.S. map (political folding map)

Book: George Washington Carver, Samuel and Beryl
Epstein

Raw sweet potatoes; peanuts In shell; plastic spoons;
napkins; and peanut butter.

III. PROCEDURES

A. Motivational and Initiatory Activities

1. Note to pup lis the State of Alabama
(subject's birthplace) on U.S. political map
placed before the class.

2. Present pupils with raw peanuts in the shell
and sweet potatoes. Mention that these food
1 terns have hundreds of uses and were
discovered by one man named George Washington
Carver .

B. Developmental Activities

Episode l : Biographical background of the
conservationist/educator with the aid of book
illustrations.

Episode 2 ; On a table or desk, the different food
items would be placed from which a discussion of
some of the hundreds of developed used would be
held.

C. Culminating/Summarizing Activities

The pupil will review some of the common uses of
the peanut plant today.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Written (few sentences) statements enumerating the
derivatives of the peanut.

ERLC

Analysis/Reflection by teacher

The children appeared interested in the lesson
(especially with the Items available to Illustrate
the many uses of the peanut}.

Nina Petro

East Fallowfleld Elem. School
Coatesville Area
Coatesville, PA

SUBJECT AREA: Social Studies

GRADE: 2

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The children will know who Martin Luther King, Jr. was

and when he lived.
They will become aware of the civil rights movement at

which took place In the 50' s and 60' s.
They will hear his speech which began "I Have a Dream"

and respond to It.

II. MATERIALS

Book: Martin Luther King: Man With A Dream, weekly

Reader Book, 1985.
Article n I Have a Dream" • Pictures and excer;it from

speech given by Rev. King on August 28, i963 at

Lincoln Memorial In Washington, DC. from Highlights

Magazine Jan 1985.
Poster from Instructo Corp, McGraw Hill, 1973.
Poster picture of Dr. King with a choir behind him.
King Coloring Book Biography, Lewis Publishing Co.,

1984.

III. PROCEDURES

A. Motivational and Initiatory Activities
Put up posters of Rev. King.

Make a bulletin board with pictures and captions.

B. Developmental Activities

1. Summarize book Man With a Dream to class.
Show pictures. Ask children what they know
about Dr. King.

2. Read "I Have a Dream" excerpt from
"Highlights" Jan. 1984. Discuss what he
meant and what It means to us today.

3. Pass out pages from King Coloring Book (run
off on copy machine) for each child. Put a
cover on. Staple pages together. Have
Individuals read story captions aloud.

C. Culminating/Summarizing Activities

Let children color the pages In the booklet they
made. Have those who can, write their own story
to go along with pictures.

IV. EVALUATION

Procedures used to evaluate students 1
understanding

Class discussion. Oral question period.
Analysis/Reflection by teacher

Students become extremely Interested in life of
Or. King. They discuss him with their parents and
derive benefit of their parents experience. They
have many questions about the civi 1 rights
movement. This often leads to a valuable history
lesson.

Rita Greer

Duquesne Elementary School
Duquesne Public Schools
Duquesne , PA

100

107

ERJC

SUBJECT AREA: Social Studies

GRADE: 2

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The students will be able to answer questions
pertaining to Dr. King' 3 contributions to the Civil
Rights Movement.

II. MATERIALS
Worksheets

Pllmstrlp: "Martin Luther King Jr."

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

The students will view a fllmstrlp tracing Dr.
King's life and the contributions he made to
society. A class discussion will follow
discussing his life's dream.

C> Culminating/ Summarizing Activities
Class discussion.

IV. EVALUATION

A. Procedures used to evaluate
understanding

Worksheets .
Class discussion:

Dr. King's dream to make America a
to live,

All people should live in harmony.

students '

better place

Second Grade Teachers
Green Valley

East Allegheny School District
N. Huntingdon, PA

1C6

101

SUBJECT AREA: Social Studies

GRADE : 2

Unit Plan

I. . VTA

A. Topic: Prejudice and segregat lr n , American
history, personal experiences.

3. Number of lessons: S to 8

II. GENERAL PURPOSE OF UNIT (GOAL)

Children will have greater knowledge of , and
appreciation of Injustice and unfairness of arbitrary
prejudice .

III. SPECIFIC 3EHAVI0RAL OBJECTIVES

Children will have knowledge and appreciation of some
of the Individuals and groups who worked for civil
rights .

IV. MATERIALS AND RESOURCES

Children's library books (M. L. King, Rosa Parks,

Harriet Tubman , etc . )
Worksheets and puzzles, records and tapes as suggested

below.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Literature

Biographies as listed above.

Reading worksheets - M.L.King, Jackie Robinson,
Roberto Clemente

B. Audio-Visual

Records, tapes of black music - old & new (include
spirituals, activists songs, "Respect" by Aretha)

C . Speakers /Pane Is , etc .

Dramatize story of Montgomery bus boycott.

D. Music

Records , tapes , as above . Sing "We Shall
Overcome," "Kumbaya," "I ! d Like to Teach the World
• to Sing, " etc.

E. Art

Make self-portrait, showing as accurately as
possible all appearance characteristics . Stress
pride In self.

ERLC

F . Puzzles/Games

Word search, games and words.

6. Community/Outside Groups

International Institute - speakers who tell how
they were treated in other countries and in the
U.S.

H. Combination Projects (Involving two or more of
above areas)

I . Other

Choose an arbitrary characteristic to divide
chi ldren : e.g., blue eyes , left-handed , wearing
jeans and practice discrimination. Have all
children experience the powerful and oppressed
situations. Develop appreciation for the
suffering of people treated unjustly.

VI . EVALUATION

A. Of students

Discussion, participation.

Observe discussion and part icipat ion , art
activity.

Anne Marie Silva •

Pfeiffer-Burleigh

City of Erie School District

Erie, PA

103

110

ERIC

SUBJECT AREA: Soc.al Studied

GRADE: 2

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Children will know facts concerning Rosa Parks and the
Mod gomery bus-boycott; children will know what laws
anu practices have changed since then; will have
understanding of how Individual action, group action
can change community.

II . MATERIALS

Story of Rosa Parks and the boycott; script for
dramatizing, minimal props.

III . PROCEDURES

A. Motivational and Initiatory Activities
Read or tell story of Rosa Parks.

B. Developmental Activities

Discuss feelings, actions of characters, relate to
children's concept of "fairness. 11 Assign roles,
act out story.

C. Culminating/Summarizing Activities

Perform play for an audience (another class,
parent group, etc.)

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Discussion, dramatic play.

B. Analysis/Reflection by teacher

Children, black and white, appear to really
appreciate the Injustice of M Jlm Crow" laws, have
empathy with characters.

Anne Marie Sllva

Pfelffer-Burleigh

City of Erie School District

Erie, PA

l l

SUBJECT AREA: Social Studies GRADE: 2

Lesson Plan

I. BEHAVIORAL OBJECTIVES

After reading selected book, the class will be able to
state one fact discussed In the book.

II. MATERIALS

I Am A Man: Ode to Martin Luther King, Jr.
Ditto (picture of Martin Luther King).

III. PROCEDURES

A. Motivational and Initiatory Activities
Read book to children.

B. Developmental Activities

Discuss. Have children recall at least one fact
from story.

C. Culminating/Summarizing Activities

Color picture of Martin Luther King.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

B. Analysis/Reflection by teacher

T. Gallca

Philip Murray School
Pittsburgh Public Schools
Pittsburgh, PA

105

112

SUBJECT AREA: Social Studies

GRADE : 2

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To teach the spelling of MARTIN LUTHER KING, JR.
To emphasize some major events In Dr. King's life.
To present some of his beliefs through quotes from his
speeches •

II. MATERIALS

Information Sheets on Dr< King
Pictures of Dr. King
Books :

Martin Luther King, Jr., Beth Wilson and Floyd
Sowell, 1971.

Martin Luther King, Jr., Margaret Boone-Jones, 1968.

III. PROCEDURES

A. Motivational and Initiatory Activities

Ask children for any details they know about
Martin Luther King, Jr.

B. Developmental Activities

1. Read books to the class.

2. Develop concept of significance of worldwide
recognition through awards and honors.

3. Memorize parts corresponding to letters In
Dr. King's name sequentially.

C. Culminating/Summarizing Activities

Illustrate one Idea Dr. King might want you, as a
second grader, to remember today. Print the idea
on the paper with the picture.

IV. EVALUATION

A. Procedures used to evaluate students'
understanding

Group d 1 s cuss ion about the reasons we honor Dr .
King today.

B. Analysis/Reflection by teacher

Sunnyslde Elementary
4 Pittsburgh Public Schools

Pittsburgh, PA

106

M 3

SUBJECT IfltV Social Studies GRADE: 2

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Introduce children to the life of Dr. Martin Luther
King.

II. MATERIALS

Pictures of Dr. King
Pictures of Dr. King's family

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developaental Activities

Each phase of his life Is explained and discussed

to make it relevant to the children.
Children make a bulletin board of his life.

C. Culminating/Summarizing Activities

Children draw a mural about his life.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Children given a quiz to see how well they recall
the facts of Dr. King's life.

B. Analysis/Reflection by teacher

Mrs. Brenda G. Turner
Turner Elementary School
Wilkinsburg School District
Wllklnsburg, PA

107

SUBJECT AREA: Social Studies GRADE: 2

Onlt Plan

I • DATA

A. Topic: Martin Luther King Birthday Celebration

B. Number of lessons: No less than 7

II. GENERAL PURPOSE OP UNIT (GOAL)

To create an awareness of Martin Luther King, Jr. and
his accomplishments.

III. SPECIFIC BEHAVIORAL OBJECTIVES

To understand who Martin Luther King was.

To understand his accomplishments.

To Introduce other famous Black Americans.

To understand through cause/effect what he believed In.

IV. MATERIALS AND RESOURCES
Books

PI lms trips
Study Prints.

Martin Luther King, Jr.: His Dream and Life.
Coloring Book of Martin Luther King, Jr. (to be
duplicated) .

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Martin Luther King, Ed Clayton.

Martin Luther King, Jr., Llllle Patterson.

B. Audio-Visual

Pilmstrips with cassettes: "Martin Luther King",
"Th* Dream Awake . "

C . Speakers/Panels , etc .

News Special on Cable TV - Guest Speakers

D. Music

Related songs ("We Shall Overcome," etc.)

E. Art

Make a mural of events In Martin Luther King's
life.

P . Puzzles/Games

Role play certain Important events of Martin
Luther King's life. Game like Jeopardy, seeking
questions to given answers, crossword and wordseek
puzzles.

6. Community/ Outside Groups

Guest speakers from community - on cable TV.

H. Combination Projects ( Involving two or more of
above areas)

Dramatization of events In Martin Luther King's
life, combined with art, readings, literature,
audio-visual.

I . Other
EVALUATION

A. Of students

Test on material presented. Drawings of events
taught. Classroom discussions. Role playing. An
original short play of some highlights of Martin
Luther King's life.

B. By teacher

Karen Herrmann

Evans Elementary

William Penn School District

Yeaden, PA

109

SUBJECT AREA: Social Studies

GRADE: 2

r-esson Plan

I . BEHAVIORAL OBJECTIVES

Create an awareness of who Martin Luther King was
Be aware of his accomplishments

Understand how Martin Luther King helped change America
Realize how he wanted to maintain peace

II. MATERIALS

Visual and audio tapes.

Picture of Martin Luther King.

Timeline (on board and at desks).

Paper, rulers, tiural paper.

Martin Luther K.ng, Jr. Coloring Book.

III. PROCEDURES

A. Motivational and Initiatory Activities

Have class listen to part of a tape by Martin
Luther King. As the tape Is being played, have
his picture displayed.

B. Developmental Activities

Discuss who Martin Luther King was and highlight
his achievements. Choose 4 or 5 achievements and
put on board (on a time line). Each child will
copy time line at desks. Also see "Additioral
Suggested Activities. "

C. Culminating/Summarizing Activities

Have a discussion about the time line and review
Martin Luther King's accomplishments that were
listed on time line.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

1. Ask questions about the achievements that are
listed on time line.

2. Have class draw a picture/pictures of the
accomplishments of King that highlighted
the time line.

3. Could ask class co make a mural based on time
line (of hlghl >ghts of accomplishments ) .

Karen Herrmann

Evans Elementary

William Perm School District

Yeaden, PA

110

ADDITIONAL SUGGESTIONS:

Activity 1:

Draw a picture of Martin Luther King, Jr.

Print one sentence about Martin Luther King, Jr. below

your picture.

Activity 2

Word-picture paper -> print 6 vocabulary words that
have to do with Martin Luther King, Jr. in the box on
the paper. Draw a picture to tell about each of the
vocabulary words.

Activity 3:

Teacher will duplicate coloring book about the life of
Martin Luther King. Class will read booklet and color
pictures. Will make a creative cover.

Activity 4:

Take part of Martin Luther King's name and think of
words to natch his name:

Zxample: K ind

I nvolved
N onvlolent
G reat

Karen Herrmann

Evans Elementary

William Penn School District

Yeaden, PA

111

118

SUBJECT AREA: Music /Social Studies

GRADE : 3

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The children will demonstrate their understanding of
Martin Luther King's work by 3inglng a song, ,a The Dream
of Martin Luther King." The lyrics refer to King's
famous, "I Have a Dream," speech. Students will also
experience the emotion of King's cause through
expressive singing and literary readings of black
American poet, Langston Hughes.

II. MATERIALS

Poem by Langston Hughes, "Dreams"
Song, "The Dream of Martin Luther King."
Speech by Martin Luther King, "I Have a Dream."
(Appendix A)

Xylophone Instruments, visual of words on overhead
projector.

III. PROCEDURES

A. Motivational «*nd Initiatory Activities

Give the song more meaning by having children read
the speech or parts of the speech and discuss
King's dream for the future.

B. Developmental Activities

Teach the xylophone part first. Echo-sing the
song to teach the words and melody. Add
accompaniment. Read the poem expressively.

C. Culminating/Summarizing Activities

Pina lly , perform the entire song with the
Instruments, and read one verse of the poem after
each refrain of the song.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Ask the children to name some of the dreams King
had that were stated in the song.

Analysis/Reflection by teacher

This lesson seems to create the same feeling of
love and brotherhood that King worked so hard to
achieve In his day. This lesson will take more
than one class period to complete. Another song
to consider for the lessen Is "He Had a Dream/ 1 by
Ruth Manler (Appendix A).

Leslie W. Burt

Lancashire Elementary School
Brandywlne School District
Wilmington, DE

THE DREAM OF MARTIN LUTHER KING

Verse 1

Once there was a nan who talked about the promised land

He reached out and took the troubles of the people in his

strong black hands.
He had a dream that everybody ought to hear the bells of

freedom ring.

Now the people shout and sing about the dream of Martin
Luther King.

Refrain

Sing the dream, the dream of Martin Luther King.
Sing the dream, the dream of Martin Luther King.

Verse 2

In his dream he saw the people of this land walking side by
side

White man, Black man, Red man, Yellow man, loving one another
with pride.

Now he 1 8 gone away before the day his dream became a real
thing.

But he 1 11 hear the angels sing about the dream of Martin
Luther King.

Middle Section

He was (rest, rest) a man who loved peace.

And he found (rest, rest) a faith and belief.

He preached (rest, rest) that violence was wrong.

And he knew (rest, rest) the fight would be long.

He talked (rest, rest) about a new day.

But he walked (rest, rest) a dangerous way.

He knew (rest, rest) it was troublesome

But he sang (rest, rest) we shall overcome.

Refrain

Oh the dream, the dream of Martin Luther King.
Oh the dream, the dream of Martin Luther King.

114 ip I

Composor

"Tkt Dream of Martin, Lutfar tihj "
Melody for verses landt.

OncL - then- wasamm- wfo ^jtedahcd thipmuseJ )wL

/fe reackdouiand botiht boobies
Melody for refrain

people in his stnnejblack kinds.

Sinj thi dtvwt^ ihi c/namofMadn/Mtterftnj

Jim

/fe/azs a mAu^]JS-fm^ ond^ found 'ol fafc
XybpfwiUs part for verses . Also bass line for piano-

Isibphon*, part -for Middk Section . Children play on rests.

100

SUBJECT AREA: Social Studies /English

GRADE: 3

Unit Plan

I . DATA

A. Topic: Famous Black Americans

B. Number of lessons: 20

II. GENERAL PURPOSE OF UNIT (GOAL)

To show students the contribution of blacks to our
society

To make students aware o* what civil rights are and
their Importance to each person

III. SPECIFIC BEHAVIORAL OBJECTIVES

To develop an awareness of pride in the many

contributions of black Americans
Encourage student inquiry
To supplement any multimedia program

To give special help with a particular concept (such
as blick women In politics)

IV. MATERIALS AND RESOURCES

Life Magazine, 1968, plus prior edition to show the

growth of the Civil Rights Movement
Instructor Magazine, January 1985

Martin Luther King, Jr.: His Life and Dream, Christine

King Farrls. Glnn and Co., 1986.
Famous Black Americans, John T. Marcet King
Instructor Curriculum Materials, #WC 951-020, Jackoon,

TN 38301, IC #462-Webcor Costello
Encyclopedia

Dr. Martin Luther King, Jr.: Man of Peace, Lillie
Patterson

Records and tapes of

Martin Luther King, Jr.'s speeches

Music composed or performed by black Americans

Ebony, Jr. Magazine

Jokes from Black Polks: An Anthology of Jokes, Puns,

Riddles, and Sayings (gr. 2-8), Hasklns, James.
A Special Bravery, Johnston, Johanna (gr. 2-5)
Black Photographer and Film Maker, Harmon, Terry,

Gordon Parks (gr. 3-6).
They Showed the Nay: Forty American Neg.~c Leaders,

Rollins, Charlenae
America's First Black Poetess, Fuller, Miriam Morris

(gr. 3-6)

ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings /Li terature

See Materials and Resources

B. Audio-Visual

Record of his speeches
Slides of the marches

C . Speakers/Panels , etc .
Students

Members of city and county government, etc.
Ministers

D. Music

Songs associated with the civil rights movement

E. Art

Visit to the Afro-American Museum in Philadelphia

F . Puzzles /Games
Word searches
Fill-ins

G. Community /Out side Groups

H. Combination Projects (Involving two or more of
above areas)

I . Other

EVALUATION

A, Of students

Presentation of the Martin Luther King , Jr .

Program "I Had a Dream"
Reports on various aspects cf Dr. King's life
Observation of understanding of civil rights,
vocabulary, and ideas of Unit Plan

Janet M. Laws
Lombardy Elementary
Brandywlne School District
Wilmington, DE

SUBJECT AREA: Social Studies/English GRADE: 3

Lass on Plan

I . BEHAVIORAL OBJECTIVES

To Introduce black Americans as contributors to the

society.
Develop writing skills

To summarize learning by putting together a class book
on famous black Americans.

II. MATERIALS

Biography and ax: ^biography books on black Americans.
Afro-American encyclopedia
World Book Encyclopedia

Posters on black Americans that will be used In

writing student reports
Records and tapes of the person's speeches, works and

the like

III. PROCEDURES

A. Motivational and Initiatory Activities

1. Discussion of biographies and autobiographies

2. Have students "adopt" one of the poster
personalities. This will be done in groups
of two or three students.

3. Have students read a selection from a
biography or autobiography of a special black
American

4. Make a large bulletin board and divide it
Into areas of sports, music, art, literature,
business , politics , and entertainment . Have
students bring In pictures and/or articles
for the sections. These will be used later
as part of our discussion groups

5. Discuss black culture and the many different
ways blacks have contributed to the American
heritage

B. Developmental Activities

1. Students will research Information on their
"adopted 11 poster personality

2. Where required, students will listen to tapes
and records

3. Students will write a rough draft of the
report for a meeting with the teacher

4. To discuss progress, etc.

118

r\ — •

' 0

C. Culminating/Summarizing Activities

1* Presentation of reports to fellow classmates
and/or school at an assembly

2. Booklet will be presented for display at the
Martin Luther King, Jr. assembly.

3 . Any additional materials completed by the
students will be placed in the school lobby
for the public

4. Reports, In form of a classroom book, will be
on display at our school-wide program for Dr.
Martin Luther King, Jr.

EVALUATION

A. Procedures used to evaluate students'
understanding

1. Discussion of contributions

2. Discussion of civil rights

B. Analysis/Reflection by teacher

1* Acceptance and enthusiasm of the students
2. Better awareness of the rights of all
Individuals *

Janet M. Laws
Lombardy Elementary
Brandywlne School District
Wilmington, DE

1 r. t

119

SUBJECT AREA; Social Studies GRADE: 3

Unit Plan

I . DATA

A. Topic: Dr. Martin Luther King, Jr.

B. Number of lessons: 10

II. GENERAL PURPOSE OF UNIT (GOAL)

The students will learn about Dr. Martin Luther King,
Jr.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Read the material

Discuss the material

Do the activities

Recite the speech on video tape

IV. MATERIALS AND RESOURCES

Martin Luther King, Jr.: His Life and Dream, Christine
King Farrls. Glnn and Co., 1968.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A • Readlngs/Ll terature
See above.

VI . EVALUATION

A. Of students

Papers will be corrected.

B. By teacher

Peaceful behavior will be observed.

Veronica D. Vansant
Maple Lane Elementary
Brandywine School District
Wilmington, DE

120

SUBJECT AREA: Social Studies

GRADE: 3

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The students will read the material In lesson 1 with
teacher .

The students will discuss the material

The students will do the activities.

The students will practice saying Or. King's speech.

II. MATERIALS

Martin Luther King, Jr.: His Life and Dream, Christine
King Farris, Glnn and Co. , 1986.

III. PROCEDURES

A. Motivational and Initiatory Activities

Write about an adult you know, and tell why you
admire him or her.

B. Developmental Activities

Read lessons In book and do the activities
Vocabulary
Reviewing the facts
Reviewing main Ideas
Complete the sentences

C. Culminating/Summarizing Activities

The students will recite a few sentences of Dr.
King's speech "I Have a Dream" and the teacher
wil 1 video tape it and play it back for the
students. The students will work toward peace in
the classroom and a class Nobel Peace Prize can be
presented. (Over 10 lessons)

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

1. Activities will be corrected

2 . The students will act peacefully . The
teacher will observe them at school.

Veronica D. Vansant
Maple Lane

Brandywine School District
Wilmington, DE

121

1 />6

SUBJECT AREA: Social Studies/L.A.

GRADE: 3

Unit Plan

I . DATA

A. Topic: Dr. Martin Luther King, Jr., A Man of
Peace

B. Number of lessons: 2-5, depending on number of
resources used.

II. GENERAL PURPOSE OF UNIT (GOAL)

To show how Dr. Martin Luther King, Jr. handled adverse
situations In a peaceful manner during the course of
his life.

III. SPECIFIC BEHAVIORAL OBJECTIVES
To define the word "peace".

To state several ways In which Dr. King demonstrated

his peaceful manner.
Study the Important contributions made by King to

America's cultural heritage.

IV. MATERIALS AND RESOURCES

Books, records, fllastrlps, pictures and articles
Martin Luther King: The Peaceful Warrior, Ed Clayton
Martin Luther King, Jr.: Man of Peace, Lillian
Patterson

Meet Martin Luther King, Jr., James T. deKay
Martin Luther King, Jr.: The Story of a Dream, June
Behrens

20th Century Black Personalities, The Instructor
Publications

Achievements of Black Americans , Hayes School

Publication Co. , Inc.
The Black American, Past and Present, Duplicating

Workbook and Transparencies , Hayes School

Publishing Co . , Inc .

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Reading/Literature

See above , and related comprehensive questions ,
writing responses, reports, and timeline.

122

1-3

B. Audio-Visual

View and discuss filmstrips:

"A Team for Everyone," Clearvue, Inc. fllmstrlp

and cassette.
"Martin Luther King , Jr . Day, " Encyclopedia

Brltannlca, fllmstrlp and cassette.
"Martin Luther King, Jr.," The Teaching Resources

Films, fllmstrlp and record*
" Image Makers , n Instructional Materials Eyegate ,

filmstrips and cassettes*

C . Speakers/Panels , etc .

D. Music

E. Art

Draw pictures of Important life events.
Art project of family members, church, happiness
events, and symbols of "Invisible wall"

F . Puzz les /Games

G. Community /Out side Groups

H. Combination Projects (Involving two or more of
above areas)

I . Other
EVALUATION

Completed Writing Assignments, projects, and end of
unit test.

S. Allen
C . Sassaman
P. Reed

• Buclcolew

. Hamlett
May r Leasure School
Chris clna School District
Newark, DE

123

SUBJECT AREA: Social Studies

GRADE: 3

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Identify Or. Martin Luther King, Jr.'s family members.
Identify some of Or. King's Interests as a small
child.

Define segregation, slavery and Invisible walls.

II. MATERIALS

Book: Martin Luther King, Jr.: Man of Peace, Llllle
Patterson.

III. PROCEDURES

A. Motivational and Initiatory Activities
Read Chapter 1, Words and Walls

B. Developmental Activities

1. Comprehension questions (suggested
comprehension questions attached) .

2. Play a game: Invite only the children who are
wearing pants to play. After the game Is
over ask the children who were not invited to
play how they felt.

C. Culminating/Summarizing Activities

1 . Divide a (12 x 18) piece of construction
paper Into four parts using a marker. In one
square ask the children to draw a picture of
Martin and his family members. In the second
square ask the children to draw a picture of
a church and label the name of Martin's
Church. In the third square draw a picture
of Martin doing what he did when he felt
happy. In the fourth square Instruct the
children to draw pictures of signs that
martin saw that made him feel that there was
an Invisible wall.

2. This book can be completed by reading the
remaining chapters , asking comprehension
questions and assigning various assignments
which relate to the chapter being covered.

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Answers to questions and discussions, completion
of picture.

124

1 " ?

SUGGESTED COMPREHENSION QUESTIONS

1. What stale did Martin live an?

2. What is the name of the city that Martin lived in?

3. What is the name of the street that Martin lived on?
What did the Negro people call the street?

4. Was Martin a happy or a sad child?

5. When Martin was happy what did he feel like doing?

6. What did Martin's father do at the church that he and
his family belong to?

7. What did Martin's mother do at the church?

8. What was the name of the church that Martin and his
family belonged to?

9. How many brothers did Martin have? How many sisters
did Martin have?

10. Besides Martin's mother, father, sister and brother who
else lived in the King home?

11. Who did Martin enjoy playing with?

12. What happened when Martin and his playmates began
school?

13. How did Martin feel?

14. Who told Martin about slavery?

15. what is slavery?

16. Do you feel that slavery was right or wrong?

17. What does the word separate mean?

18. What are Invisible walls?

19.

What are some of the signs that Martin remembered
seeing as he grew older which reminded him of the
invisible walls?

20. What does the word segregation mean?

1 r ) >

125

ERIC

21. When Martin was not playing baseball or football what
are some of the other things he liked to do?

22. Martin's father had a firm rule about playing, working,
reading and thinking. Do you know what the rule was?

23. What did Martin plan to use as a weapon against the
Invisible walls?

P. Reed
S. Allen

May B. Leasure School
Christina School District
Newark , DE

126

ERLC

SUBJECT AREA: L. A. /Math GRADE: 3

Lesson Plan

I. BEHAVIORAL OBJECTIVES

After a week of related activities, 90% of the children
will be able to tell at least five facts about Martin
Luther King.

II. MATERIALS

Booklet of materials by teacher.

"Freedom for All: You Can Grow Up To Be Like Him"

(Frank Schaffer Publishers) ;
"Martin L. King's Birthday" (Continental Press, p. 16).

Ill PROCEDURES

A. Motivational and Initiatory Activities
Worksheet titled "Freedom for All." Answer and
discuss questions.

B. Developmental Activities

Reading and Spelling: Children will complete a
crossword puzzle and word search, sequencing
activity, numbers and letters.

Math-Addition puzzle.

C. Culminating/Summarizing Activities

Play entitled "You Can Grow Up To Be Just Like
Him."

Children will have a keepsake booklet of Dr.
Martin Luther King, Jr.

IV. EVALUATION

A. Procedures used to evaluate students 1
under s t and i ng

True/False Quiz, Verbal discussion.

Elva Brooks
Karen Knight
LaVerne Waters
Jennie Smith School
Christina School District
Newark, DE

127

1 C) i

DR. MARTIN LUTHER KING, JR.

January 15

1929-1968

•J

128

ERIC

WORD SEARCH

Find the words below* They may be down, across, or diagonal*
On the back of this paper, see if you can write 3 sentences
using all eleven words.

R-

• E

Martin

King

Atlanta

Black

Read

Nobel

Luther

Minister

Love

Peace

White

MARTIN LUTHER KING, JR. CROSSWORD

Across

1. City In Georgia

2. Peace Prize he won

3. He was a In the Baptist Church

4. He wanted black people and white people to be treated
the

Down

1. Month In which he was born

2. The fatuous 54-mil' walk from Selma to Montgomery,
Alabama was a for justice and equality

3. Ke believed in and love

4. Another name for a black person

130

1 i /

WORDSBARCH

R •

Nobel

Martin

Coretta

Martin

Luther

Love

Doctor

Negro

Reverend

Prejudice
NAACP

Civil Rights

King

Peace

D earn

Oslo

Georgia

131

Martin Luther King was born on January IS. We remember him
because he helped people, connect the dots to find Martin's
gift to all.

132

How much do you know about Dr. Martin Luther King, Jr. Take
this quiz. Check your answers! True or False.

1* Martin Luther King was black.

2. He grew up In the State of New York.

3. He liked to go to school to learn.
4* Martin's father was a reverend*

5. Martin was a reverend.

6. Dr. King, Jr. was a medical doctor.

7. When he was little- he was a newspaper boy.

8. He liked school so much, he tried to go to school
wnen he was five (not six).

9. Martin Luther King went to college.

10. Whlxe people never supported Martin Luther King.

11. King believed "For White Only" signs were fair.

12. He married a lady named Coretta.

13. Martin Luther King believed blacks should be
treated as second class citizens.

14. NAACP stands for the National Association for the
Advancement of Colored People.

15. Or. King believed In love and peaceful change.

16. King led black people on freedom marches.

17. People went or. freedom walks to show they were
against unfair things.

18. Dr. King ied black people to win dignity for
the*aselvsr: and respect from other people.

19. Prejudice means being kind to people.

20. "We Shall Overcome" was a movie Dr. King directed.

21 . King won a war medal .

22. Dr. King is alive today.

23. Dr. Kirg went to Oslo, Norway to receive a peace
prize.

24. Dr. King was the youngest person to win the prize.

25. Dr. ling was the only Negro to win the prize.

ERLC

133

Answers: All statements are t rue except:

2. He grew up in Georgia. Later, he did live in the
North , but eventually returned again to the South.

6. No, his doctorate was in education enabling him either
to teach at colleges or lead a church.

10. Some white people supported him, as well as blacks.

11. Absolutely not! He believed everyone should be treated
the same.

13. Some blacks had been treated 1 ike second class
citizens. He believed this was wrong. No one should
be a second class citizen.

19. Prejudice means judging someone or something before
taking the time and care to learn all of the facts.

20. This was a freedom march song.

21. No, he was a believer in non-violence and won the Nobel
Peace Prize.

22. No, he was assassinated.

25. No, he was the second Negro to win the Nobel Award for
Peace. (The first was Dr. Ralph J. Bunche.)

134

SUBJECT AREA: Social Studies

GRADE: 3

Lesson Plan

I . BEHAVIORAL OBJECTIVES

Student 8 wl 1 1 rec 1 te Impor tant events during Kii.g ' s
life.

S tudent s wl 1 1 understand King 1 s peaceful approach to
justice and freedom for all Americans

II. MATERIALS

Pllmstrlps about Martin Luther King, Jr.
Biographies from library

Martin Luther King, Jr., Golden Gate Junior Books

III. PROCEDURES

A. Motivational and Initiatory Activities
Read Martin Luther King, Jr. and discuss.

B. Developmental Activities

1. Read klographles on King's life. Write a
book report.

2. Have the students find out what the Nobel
Prize Is and name other winners of this
honor.

3. Compare King's :ife to the life of Frederick
Douglas, Malcom X and other prominent black
leaders .

4. Make a timeline showing Important
accomplishments In King's life.

5. Draw pictures of Important events during
King's life.

C. Culminating/Summarizing Activities

1. Review fllmstrlps and book reports written by
student 8.

2. Share pictures and timelines.

IV. EVALUATION

A. Procedures used to evaluate students'
understanding

Written test

C . Sassaman
Leasure School
Christina School District
Newark, DE

SUBJECT AREA: Social Studies

GRADE : 3

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Students should be able to describe some of the

reasons why Martin L. King, Jr. was a great leader.
Students should be able to develop an awareness of the

life story of Martin L. King, Jr.
Students should be able to develop an awareness of

pride from the many contributions of Martin L. King,

Jr.

Students should be able to tell the difference between

an autobiography and a biography.
Students should be able to do Independent research

work.

Students should be able to tell the real meaning of the
King Holiday.

Students should be able to express In their own words
what Martin L. King, Jr. means to them.

II. MATERIALS

Posters of Martin L. King, Jr.

Educational Coloring and Reading Books; Magazine and
newspaper articles (see Reference Suggestions List)

Reading books of Martin Luther King's Life and
Achievements.

Inlay puzzles.

Ebony Jr. for children ages 6-11. Johnson Publishing
Co., 820 Michigan Avenue, Chicago, IL 60605.
Patterson, Llllle. Martin Luther King, Jr. (grades 3-

6). Champaign, IL. Gerrard Publishing Co. , 1969.
Amer 1 can Vision Macraz 1 ne - Special Edition of Dr .

Martin Luther King's Life and Achievements.
Fllmstrlps. cassettes, and plays (See Suggested List)

III. PROCEDURES

A. Motivational and Initiatory Activities

Discuss glossary meanings of different terms used.

B. Developmental Activities
Give a pretest

Read a story of his life; pupils can give oral
account of their knowledge of Martin L. King

Pupils can dramatize a play (Martin L. King, Jr.:
The Story of A Dream)

Show a movie or films trip

Play a cassette or record with his famous speech
or other events.

136

C. Culminating/Summarizing Activities

Discuss subject matter taught with questions and

answer (oral review).
Have pupils do research paper or write a biography

about Martin L . King.
Pupils can do a classroom or individual scrapbook.
Puzzles reviewing vocabulary, facts, and main

ideas of a lesson.

IV. EVALUATION

A. Procedures used to evaluate students'
understanding

Oral review, oral reports, written tests.

B. Analysis/Reflection by teacher

Mrs. A. Bush
Duquesne Elementary
Duquesne School District
Duquesne, PA

137

ERLC

BIBLIOGRAPHY

Books

Brown, Roscoe C. Jr., Ph.D. , The Negro Almanac (New York),

Bellweather, 1963)
Clayton, Ed, The SCLC Story (Atlanta, 6A, SCLC, 1964)
Hughs, Langston, A Pictorial of the Negro In America (NY,

Crown, 1963) .

King, Coretta Scott, My Life with Martin Luther King, Jr.

(NY, Avon, 1969).
King, Martin Luther, Jr. Free at Last (Detroit, Motown,

1968) .

Miller, William Robert, Martin Luther King, Jr. (NY, Avon,

1969) .

Book Sets

Martin Luther Klng^ Jr.: The Story of a Dream , M.L.K.

Book-ette Set.
Black Issues Mini -Plays , set of 5 plays.
Black History , set of 6 plays.

Cassettes

The Wisdom of Martin Luther King, Jr. , album of 3 records.
F ree at Last: Dr. Martin Luther King, Jr. , record.
Martin Luther King: 1961-1962, Vol. 1 and 2 , set of 2
records .

The Great March to Freedom , record.
The Great March on Washington , record.

We Shall Overcome: Documentary of the March on Washington ,

record.
I Have a Dream , record.
The Sit-In Story , record .

A Knock at Midnight: A Sernon by Dr. Martin Luther King, Jr .,
record.

Remaining Awake Through a Great Revolution , record.

My Life with Martin Luther King, Jr. told by Coretta Scott

King , set of 3 cassettes.
Gandhi, Man on Trial , record.
The Words of Gandhi , cassette .

Martin Luther King , a Peaceful Warrior , films trip and
cassette.

Coloring Book

"Little Martin Coloring Book"

Mrs. A. Bush
Duquesne Elementary
Duquesne School District
Duquesne , PA

138

SUBJECT AREA: Social Studies

GRADE : 3

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To Introduce Martin Luther King Jr. as an historical
figure.

To understand the Importance of Martin Luther King Day.

II. MATERIALS

Film: "Martin Luther King Jr.", No. 30918
Social Studies Text, MacMillan Series, Grade 3, pp.
157-9.

Fllmstrlp and record: F.S. 482 & R80, "The Rev. Martin
Luther King Jr.," 43F, 19 min. ( Westinghouse Middle
School Library.

III. PROCEDURES

A. Motivational and Initiatory Activities
View and discuss film.

B. Developmental Activities
Read and discuss text pages
View fllmstrlp and discuss

C. Culminating/Summarizing Activities

Activity sheet from Social Studies text by
discussion groups

IV. EVALUATION

A. Procedures used to evaluate students'
understanding

Students' understanding of objectives through oral
discussion and written work on activity sheet.

B. Analysis/Reflection by teacher

Third Grade Teachers
Westinghouse Elementary School
East Allegheny School District
N. Huntingdon, PA

139

SUBJECT AREA: Social Studies GRADE: 3

Unit Plan

I . DATA

A. Topic: Brotherhood of all mankind

B. Number of lessons: S

II. GENERAL PURPOSE OP UNIT (GOAL)

To help children understand our country Is made up of

many different colors of people.
To point out that the contributions of many different

people and cultures makes America beautiful and

unique.

III. SPECIFIC BEHAVIORAL OBJECTIVES

To promote awareness In students of the many

contributions black people have made that are part of

our everyday lives.
To encourage students to recognize enriching aspects of

their lives due to efforts from Individual

contributions •

IV. MATERIALS AND RESOURCES

Library books on Dr. King
Films or fllmstrlps on Dr. King
Brotherhood posters
Silhouettes of Dr. King
Learning Centers on Dr. King
Scrapbooks on Dr. King

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Read 1 ngs /LI t er atur e

1. Read article "Man With The Dream, 11 discuss
and students will write about their dream.

2. Timeline on Dr. King listing the important
dates of his life. Students will role play
each event.

3. Read Book I Have A Dream: Story of Martin
Luther King, 1986 by Margaret Davidson.

B. Audio-Visual

C. Speakers/Panels, etc.

140

£ t 4

D. Music

Sing "We Shall Overcome" on piano. Play record "I
Have a Dream* "

E. Art

1. Draw pictures of Dr. King during the
different phases of his life.

2 . Make commemorative cards bearing Dr . King
Image or sayings.

3. Develop a mural of Dr. King.

P . Puzzles/Games

1. Puzzles on words we see and hear about Dr.
Martin Luther King.

2. Math code: Letters that spell Dr. Martin
Luther King using math problems.

G. Community/Outside Groups

H. Combination Projects (Involving two or more of
above areas)

1. Students will make their own individual
scrapbooks about Martin Luther King.

2. Each student will be assigned a letter of
Martin Luther King and a phrase to go with
it. Example: M Is for Minister, a God-
fearing man, etc.

I . Other
EVALUATION

A. Of students

Creation of projects roleplaying, games ,
discussions.

B. By teacher

Ms. Dutrleville
Ben Franklin School
Harrlsburg School District
Harrisburg, PA

SUBJECT AREA: Social Studies/ Art

GRADE : 3

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Students will be able to construct a U.S. poster
displaying the different cultures through pictures.

Students will be able to verbally state term for
prejudices.

Students will list and role-play various and important
phases of Dr. Martin Luther King.

II. MATERIALS

Outline of map on poster board or construction
paper .

Mobiles , strings and construction paper . (See

Suggestions on next page.)
Props to be used with role-playing.

III. PROCEDURES

A. Motivational and Initiatory Activities
Cut out pictures of people from magazines.

Use mobile to list vocabulary words that relates
to Martin Luther King.

B. Developmental Activities

1. Using the silhouette of the U.S. map, the
students will paste pictures of all the
people In the world. (See example of collage
at end of plan. )

2. Free to be Me, students will select favorite
pictures, exr r ess their feelings about the
picture.

3. Read article to student, Martin Luther King,
Jr., ana discuss ask questions.

4. Talk about Dr. ng's dream. Students will
write about thel* dreams.

5. Show fllmstrlp about Dr. King and discuss.

6. List important words about Martin Luther King
and his life; students will construct mobiles
Illustrating words. (See example at end of
plan. )

C. Culminating/Summarizing Activities

Develop classroom timeline of Martin Luther King,
each Important phase of his life will be put on
timeline, each student will take an important
date, memorize event, construct proper props and
role play the part.

142

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Mobile with vocabulary words. Students will give
de 1 i ni t ions . Crossword puzzl es , codes , s tudents
will write poems . Teacher can play "Twenty
Questions, 11 by asking questions orally to the
students (have students divided into two teams).

B. Analysis/Reflection by teacher

Examples of Mobile and Collage

Ms. Outrievllle
Ben Franklin School
Harrisburg School District
Harrisburg, PA

ICO

143

SUBJECT AREA: Social Studies

GRADE: 3

Unit Pi u

I . DATA

A. Topic: Black History

B. Number of lessons:

II. GENERAL PURPOSE OF UNIT (GOAL)

Students will become conversant with fascinating facts
about famous people, places and animals.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Increasing studem curiosity about the world.
Developing skills in research, geography, science, oral

language, writing in a manner that is fun and

challenging.

IV. MATERIALS AND RESOURCES

Film - filmstrips

Library collections of books

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Research projects
Readings

VI . EVALUATION

A. Of students

Oral/written responses

B. By teacher

Grades of the students

David Givler
Melrose

Harrisburg School District
Harrisburg, PA

144 1 V) l

SUBJECT AREA: Social Studies

GRADE: 3

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Aimed at increasing students 1 curiosity about the world
while developing skills in research, geography,
science, oral language, and writing in a manner that is
fun and challenging.

II. MATERIALS

Library
Textbooks

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities
Dally discussion

Class discussion <
Stu projects

C. Cultivating/Summarizing Activities
Written response

IV. EVALUATION

A. Procedures used to evaluate students'
under s t and ing

Oral/written response
Dally classwork

David Givler
Melrose

Harrisburg School District
Harrisburg, PA

SUBJECT AREA: Social Studies

GRADE : 3

Unit Plan

I . DATA

A. Topic: Martin Luther King

B. Number of lessons: 3

II. GENERAL PURPOSE OF UNIT (GOAL)

To read a biographical sketch of Martin Luther King
To teach two of his songs

III. SPECIFIC BEHAVIORAL OBJECTIVES

To read Martin Luther King's accomplishments (Bio.
sketch)

To read his speeches and quotations
To read Martin Luther King's "I Have a Dream 11
To read and sing his two songs: "We Shall Overcome",
"We Shall Not Be Moved"

IV. MATERIALS AND RESOURCES

Time, April 12, 1968; Time-Life Books, 4/12/68.
"Biographical Sketch Pamphlet"

"Brotherhood Booklet for Activities on Martin Luther
King Day."

V. EVALUATION

A. Of students

1. Have each child relate what they have learned
about Dr. King and react to his philosophy.

2. Have each child tell what he/she can
contribute in the future to enhance better
intergroup relations.

B. By teacher

1. By observing pup lis co-operation and
listening to them tell what they have
learned, the teacher can evaluate how much
has been learned from activities.

2. Observe pupils to see if there is an active
involvement in inter-group relations.

Charlotte A. Vishnesky
Melrose Scr ol
Harrisburg School District
Harrisburg, PA

146

SUBJECT AREA: Social Studies GRADE: 3

Lesson Plan #1

I. BEHAVIORAL OBJECTIVES

Read Biographical Sketch on Martin Luther King (his

accompl ishm «nta )
Complete math exercise

II. MATERIALS

Story/Math Exercise taken from "Brotherhood" Pamphlet

III. PROCEDURES

A. Motivational and initiatory Activities

B. Developmental Activities

1 . Answer written comprehension question to
story on paper (Bio Sketch)

2. Work each problem, find the letter equal to
that answer and make a famous person's name

C. Culminating/Summarizing Activities

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Verbal/written responses.

B. Analysis/Reflection by teacher

Charlotte Vishnesky
Melrose School
Harrlsburg School District
Harrisburg, PA

147

SUBJECT AREA: Social Studies

GRADE : 3

Lesson Plan #2

I. BEHAVIORAL OBJECTIVES

Read his speeches; quotations; and "I Have A Dream"
address .

II . MATERIALS

Time Magazine , 4/12/68 , Biographical Sketch, Martin
Luther King Speeches, quotations.

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

1 . Answer written comprehension questions on
paper after reading "Speeches and Quotations"
(from Time Biographical Sketch booklet).

2. Answer comprenenslve questions to "I Have a
Dream.

3. Create "own dream" concerning freedom by
answering "Where Do I Belong" questions.

C. Culminating/Summarizing Activities

IV. EVALUATION

A. Procedures used to evaluate students'
understanding

Check verbal/written responses.

B. Analysis/Reflection by teacher

Charlotte Vlshnesky
Melrose School
Harrlsburg School District
Harrisburg, PA

148

SUBJECT AREA: Social Studies GRADE: 3

Lesson Plan #3

I. BEHAVIORAL OBJECTIVES

Read and sing songs to class.

II. MATERIALS

Songs from "Martin Luther King's Biographical Sketch"

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

1. Listen to song "We Shall Overcome" and repeat
after teacher or record.

2. Read song "We Shall Not Be Moved" chorally.

C. Culminating/Summarizing Activities

IV. EVALUATION

A. Procedures used to evaluate students 1
understanding

Students' participation.

B. Analysis/Reflection by teacher

Charlotte Vishnesk^
Melrose

Harrisburg School District
Harrisburg, PA

SUBJECT AREA: L.D. GRADE: 3-5

Unit Plan

I . DATA

A. Topic: Black History

B. Number of lessons: varies

II. GENERAL PURPOSE OF UNIT (GOAL)

To promote appreciation of the contributions of black
Americans.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will state Important contributions that black
Americans made toward peace, industry, literature and
the arts.

IV. MATERIALS AND RESOURCES

Biographies from library on black Americans

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings /Literature

See IV.

VI. EVALUATION

A. Of students

Oral discussions

Michelle LaPrade
Westlnghouse

p. Allegheny School District
N. Huntingdon, PA

SUBJECT AREA: L.D .

GRADE: 3-5

Lesson Plan
I • BEHAVIORAL OBJECTIVES

Help students become aware of the contributions of
Black Americans.

II. MATERIALS
Picture of Dr. King

Biographies of famous Black Americans

III. PROCEDURES

A. Motivational and Initiatory Activities

Prepare a bulletin board with black Americans
names written on hearts.

B. Developmental Activities

Inside of the hearts write Information about the
person. Title the bulletin board "The Heart of
Black History. w

C Culminating/Summarizing Activities

Have students read Information about person and
complete a worksheet of questions.

IV. EVALUATION

A. Procedures used to evaluate students 1
understand lng

Tell about favorite person and give reasons why.
Ask appropriate questions to evaluate students.

Michelle LaPrade
Westlnghouse

E. Allegheny School District
N • Hunt Ingdon , FA

SUBJECT AREA: Social Studies

GRADE: 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Student will be able to explain In writing his "dream",
something he would like to help happen or something he
would like to help put an end to In his own world, that
would be for the better of mankind.

II. MATERIALS

Copy of King's "I Have a Dream" speech and a "Living
The Dream" pledge card (distributed by the Martin
Luther King, Jr. Federal Holiday Commission)

III. PROCEDURES

A. Motivational and Initiatory Activities

A discussion of King's Ideals and aspirations, with
particular emphasis on his "I Have a Dream" speech.

In August 1963, some 200,000 persons marched on
Washington to demonstrate for civil rights. The
climax was this moving plea from Mat tin Luther
King, Jr.:

I have a dream that one day this nation will
rise up, live out the true meaning of its
creed: "We hold these truths to be self-
evident , that all men are created equal . 11 I
have a dream that one day on the red hills of
Georgia sons of former slaves and the sons of
former slave-owners will be able to sit down
together at the table of brotherhood . I have
a dream that one day even the state of
Mississippi, a state sweltering with the heat
of Injustice .. .will be transformed into an
oasis of freedom and justice. I have a dream
that my four little children will one day live
in a nation where they will not be judged by
the color of their skin but by the content of
their character.

B. Developmental Activities

A discussion of problems we face today in the
world around us, both national and statewide.

A discussion of possible solutions to these
problems.

152

Each student chooses something he would like to
see changed In the world around him and describes
this dream in writing.

Take a few minutes to think about some things you
would like to see happen or some things you would
like to see stopped in the world around you in
the years ahead. Describe your "dream."

I Have A Dream. . .

C. Culminating/Summarizing Activities

Each student discusses his dream with the rest of
the class.

Each student signs a pledge card (on January 20)
committing himself to living Dr. King 1 s dream.
This card is then mailed and becomes part of the
archives of The King Center.

IV. EVALUATION

A. Procedures used to evaluate students' understanding
Students 1 writings were examined to see if their
dream would be for the better of mankind and if It
reflected certain Ideals of brotherhood (love,
peace , understanding , etc . ) .

Marie Greve
Maple Lane Elementary
Brandywlne School Dist.
Wilmington, DE

183 1 CO

ERIC

SUBJECT AREA: Special Education

GRADE: 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The students will be able to demonstrate an
understanding of Dr. Martin Luther King Jr.'s Dream and
the Incidents In his life which occurred In pursuit of
his dream.

II . MATERIALS

Short story as told In Text - A Hundred Eyes (Scott-
Foresman-Readlng Unlimited series) pp. 60-72.

Teacher-made Bingo game (sample attached) .

Student Illustrations of each important event and short
written descriptions.

III. PROCEDURES

A. Motivational and Initiatory Activities

Play the section of Dr. King's speech which
Includes the phrase, "I Have a Dream! "

B. Developmental Activities

Through discussion and finally a Pre-Test , choose 5
students to role play the Rosa Parks Bus Incident
and the class discuss it . Proceed to read the
story as a group • Dr . King • s life with short
written comments about each (this might include-
"Martin As A Child in Church" , "Martin Playing
Basketball," "Martin and Coretta," "Rosa Parks,"
"The Bus Boycott "The Supreme Court," and "1963
March In Washington, DC")

C. Culminating/Summarizing Activities
Post-test is given. (See following pages)
Students may play a teacher-made bingo game with

Dr. Martin Luther King Jr. memorabilia as prizes.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Post-test and Bingo.

154

Analysis/Reflection by teacher

If the students can explain and appreciate why Dr.
*\ng Is so special that we celebrate his birthday,
^ien the lesson's objectives have been met. If the
students can conclude that Dr. King was not just an
admirable black man but an admirable man, then my
pride as a teacher Is justified.

Carol Mayo

P. S. duPont Elementary
Brandywlne School District
Wilmington, DE

ir,2

1!\5

PRE ft POST TESTS AMD BINGO QUESTIONS
DR. MARTIN LUTHER KING, JR.

1. Separation of one group of people from another la called
. ( segr egat 1 on )

2. Where did Martin grow up? (Atlanta, GA)

3. Who did Martin marry? (Coretta Scott)

4. Where did Martin live after he was married? (Montgomery,
Alabama)

5. Who refused to give up her seat on the bus? (Rosa
Parks)

6. If you don't have rights, you don't have .

( freedom)

7. What group said that segregation of buses was against
the law? (Supreme Court)

8. In what city did Or * King lead a huge march against
segregation anywhere In the U.S.? (Washington, D.C.)

9. Near what famous monument did Dr. King give his "I Have
a Dream" speech? (Lincoln Memorial)

10. When one person drives a group of people to and from
somewhere and they take turns , this is called a
. (car pool)

11. In what year did Dr. King make his "I Have a Dream"
speech? (1963)

12. What did Dr. King say that we could say when his dream
came true? (Free at Last")

13. What weapon did Dr. King tell us to use against our
enemies? (love)

14. In what year did segregation of buses become a crime?
(1957)

15. When the bus boycott ended and segregation of buses was
declared unlawful, what did Dr. King warn his followers
not to do? (boast)

16. What did the black people do to end bus segregation in
Montgomery, Ala.? (Bus Boycott)

17. In what year was Dr. King shot and killed? (1968)

156

1 fa

ERIC

18. In what city did Dr. King attend and meet Coretta?
(Boston, MA)

19. Martin' a mother explained to him how blacks came to
America as . (slaves)

20. Who was convicted of killing Dr. King? (James Earl Ray)

21. Before 1957, what was the rule for seating of blacks and
white people on the buses In Montgomery, Ala.? (When
the bus Is crowded, black people stand and give seats to
white people. )

22. What special award was given to Dr. King for his work
for peace? (Nobel Peace Prize)

23. What was Dr. King's dream? (It will be a better world
where people live together in peace and love.)

24. What was the name of Dr. King's most famous speech? (I
Have a Dream)

Carol Mayo

P. S. duPont Elementary
Brandywlne School District
Wilmington, DE

157

® 1 fjii

ERIC

SUBJECT AREA: Social Studies/L . A.

GRADE : 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To help students understand and appreciate the
contributions of Dr. Martin Luther King, Jr.

II. MATERIALS

Recordings of Dr. King's speeches: "I Have A Dream" and

"I Have Been to the Mountalntop"
Duplicated copies of complied Information on Dr. King's

life

Choral speaking activity , comprehension questions ,
true- false activity . crossword puzzle, synonym
activity, seek ' n' find activity , and a creative
writing activity

III. PROCEDURES

A. Motivational and Initiatory Activities

Play recording of Dr. King's "I Have A Dream"
speech .

B. Developmental Activities

Ask children If they know who was speaking on the
recording.

Discuss what children already know about Dr. King.
Pass out duplicated copies of Information on Dr.
King's life.

Ask children to read the Information to see if
they can find some things they did net know about
Dr. King. Ask them to note the underlined words
and see if they can tell wha*. each means.

Discuss the story and definitions of the
underlined words.

C. Culminating/Summarizing Activities

Play recording of Dr . King 1 s " I have Been to the

Mountalntop" speech •
Have children do the choral speaking activity on

Or. King. Assign a letter In Dr. King's name to

each child and have him/her recite the speaking

part for that letter.

lev

159

IV. EVALUATION

A, Procedures used to evaluate students 1 understanding
Comprehension questions
True-Palte Activity
Finding synonym activity
Word Meaning Activity
Crossword Puzzle
Seek 'n' Find Puzzle
Creative Writing Activity

Laura A. Booth
Bayard School
Christina School District
Newark, DE

160

ERLC

DR. MARTIN LUTHER KING, JR.

Dr. Martin Luther King, Jr. was born January 15, 1929 In
Atlanta, Georgia. His father was a minister and his mother
was a teacher. Dr. King grew up In a segregated society full
of discrimination , hatred, and prejudice. He always admired
his father 1 s courage In meeting the problems of racial
discrimination. Rev. King, Sr. did not allow his family to
ride the segregated buses of Georgia. When Martin was very
young his mother would take hla on her knee and try to explain
to him the divided system of the south — the segregated
schools, housing, restaurants, theaters, the white and colored
signs on drinking fountains, waiting rooms, lavatories — as a
social condition. She always taught Martin that he was as
good as anyone else. Martin did not understand why blacks
were treated so cruelly. He decided that when he grew up he
would try to change the way blacks were treated.

Dr . King, Jr . finished high school at the age of
fifteen. In 1948, he graduated from Morehouse College In
Atlanta, Georgia. It was at this time that Martin decided the
best way for him to help change the way blacks were treated
was to become a minister . He went to Crozer Theological
Seminary In PA where he received his divinity degree In 1951.
From chere he went to Boston University where he met Coretta
Scott. They were married In 1953. The Kings have four
children. Dr. King was proud of his children and loved them
very much. He did not want them to grow up under the same
segregated conditions as he had.

In 1954, Dr . King became pastor of the Dexter Avenue
Baptist church. In 1955, Dr. King began his civil rights
crusad e . He encouraged the people to register and vote and to
join „ne NAACP. Soon a struggle began In Montgomery, Alabama
between black and white people over segregation on city buses.
Dr. King successfully led a boycott of buses in Montgomery,
Alabama to protest the segregation of black passengers. Under
Dr. King's leadership, the black people of Montgomery refused
to ride In the back of the buses any longer. They would not
ride the segregated buses at all. The boycott lasted for over
a year. As a result of the boycott, the law was changed. In
1956, the Supreme Court upheld the desegregation of buses .
During the struggle for Integration on public buses, Dr. King
always preached his Ideas of love and non-violence.

Shortly af+»v the bus boycott snded, Dr. King and otii**
ministers started the SCLC-Southern Christian Leadership
Conference. Its goal wcs to end segregation In all areas of
life. SCLC worked through the courts to c'^ange the segregated
laws. At the same time SCLC dramatized the plight of southern
blacks by hold'ng marches, sit-ins, prayer vigils, and freedom
rides to dramatize and draw attention to the unfortunate
conditions of blacks. As Its leader, Or. King walked picket
lines, took part in sit-ins, led mar ;es, sat in jail, and

1611*;

suffered such personal violence. Yet, he was not bitter and
did not hate anyone* He said many times "Let no man drag you
so low as to hate." Dr. King was a firm believer In the power
of love, goodwill, and non-violence. For these leadership
qualities, Dr. King was awarded the Nobel Peace Prize In 1964.

Dr • King spoke and traveled throughout the country and
lead many demonstrations. In 1963, Dr. King led a march in
Birmingham, Alabama to protest racial discrimination. In
1964, he led a sit-in demonstration In Florida. His most
successful march was In Washington, D.C. In 1963. More than
250,000 people marched from tne Washington Monument to the
Lincoln Memorial. At the Lincoln Memorial, Dr. King made his
famous "I Have a Dream" speech. His dream was that all people
would be treated equally.

By 1965, Dr. King and his followers were faced with many
difficulties . The war in Vietnam was talcing the attention
away from civil rights. Dr. King wanted to continue to
encourage unity, so he planned a "Poor People's" march on
Washington for August 1968, but he did not live to lead this
march.

In April 1968 , Dr . King went to Memphis , Tennessee to
organize a march to help the poor sanitation workers in
Memphis. Dr. King delivered his speech "I Have Been To the
Mountalntop" on April 3, 1968. The next evening Dr. King was
assassinated as he stood on the balcony of the Lorraine Motel.

Besides the Nobel Peace Prize, Dr. King received many
honorary degrees from universities and medals from religious
and civic organizations. In 1963, a national magazine chose
him "Man of the Year." Dr. King also wrote five books telling
about his beliefs and experiences.

Americans will always remember the work of Dr. Martin
Luther King, Jr. and how he did help change the way blacks
were treated. His strong leadership gave people faith and
courage to be peaceful and non-violent even If others were
not.

162

UNDERSTANDING THE STORY
Answer the following questions In complete sentences.

1 . When was Dr • King born?

2. What was life like for Dr. King when he was growing up?

3. What did Martin want to do about this when he grew up?

4. How did Dr. King plan to change things for his people?

5. How old was Martin when he finished high school?

6. Name the college/university that Dr. King attended.

7. What was Dr. King's wife's name?

8. How many children did the Kings 1 have?

9. When and whore did Dr. King begin his civil rights
crusade?

10. How long did the boycott last?

12. What was the outcome of the boycott?

13. What does SCLC stand for?

14. How did SCLC members dramatize the conditions of blacks
In the south?

15. In what way did Dr. King want his people to act?

16. What does nonviolent mean?

17. What was Dr. King's most successful march?

18. What was the name or Dr. King' 9 speech at the Lincoln
Memorial?

19. What was Dr. King's dream?

20. What was the last march organized by Dr . King to
encourage unity?

21. Why didn't Dr. King lead this march?

I7j

163

Why was Or. King in Memphis, Tennessee?

What happened to Dr. King in Memphis?

Why was Or. King awarded the Nobel Peace Prize?

How many books did Or. King write?

164

TRUE-FALSE QUESTIONS
Write T or P before each statement.

1. Dr. King was born In Alabama.

2. Dr. King was a Catholic Priest.

3. Dr. King had four children.

4. Dr. King married Coretta Scott.

5. Rev. King, Sr. did not allow his family to ride the

segregated buses.

6. In 1955 Dr. King received his doctorate degree in

theology.

7. Blacks and whites had separate drinking fountains

when Martin was little.

8. Blacks were treated equally In the 1950' s.

9. Dr. King graduated from high school when he was 18

years old.

10* Martin Luther King, Jr. went to Morehouse College.

11 . Dr . King received his divinity degree from Crozer

Theological Seminary.

*2. Dr. King met Coretta Scott in Georgia.

13. Dr. King wanted his children to grow up under the

same conditions as he did.

14. Dr. King was awarded the Nobel Peace Prize.

15. Dr. King believed in nonviolence.

16 . People treated Dr . King very mean because he was

black.

17. Dr. King did not organize the "Poor People 1 s March

on Washington. n

18. Dr. King taught his people to hate those who hated

them.

19. The Montgomery bus boycott was successful.

20. Dr. King never went to jail and his life was never

threatened.

165 1 ^ >

ERJC

21. Dr. King was assassinated In Memphis, Tennessee.

22. Dr. King organized the SCLC.

23. Dr. King wrote 5 books.

24. The n I Have a Dream 11 speech was delivered in Selma,
Alabama.

25. Dr. King's birthday Is a national holiday.

166

ERIC

Match each word in Column
Write the correct letter
each word in Column A.

fin 1 nmn A

1 . minister

2 a dmire

3 . segregate

4 . crusade

5 . struggle

6. refuse

7 . protest

8. unity

9 . justice

10 . assassinate

3 SYNONYMS

A with its synonym in Column B.
the synonym on the blank before

Column B

a. fairness

b. campaign

c. decline

d. kill

e. object

f . togetherness

g. preacher

h. fight

i . separate
j. like

i -■■>

167

Word Meaning

Choose the best meaning for e»ch word.

1. segregation

a. separation of races

b. community of people

c. social changes

2 . society

a. a school

b. a community of people living together

c. a home

3 • discriminate

a. love for one another

b. to treat differently because of race

c. hate

4. civil rights

a. rules for people

b. students In school

c. rights of all citizens

5 . crusade

a. a campaign for reform or Improvement

b. a march

c . money

6. boycott

a. a race

b. a kind of transportation

c. to refuse to deal or associate with

7. protest

a. to object to

b. to believe in

c. to do without

8. desegregate

a. to put an end to the forced separation of races in
public places

b. to weep

c. a peaceful demonstration

DR. MARTIN LUTHER KING, JR.
by Laura A. Booth

Choral speaking

for

dedicated - to you and to me

for

reverend, a minister was he.

for

marches he lead nonv iolently .

for

Alabama where he started his crusade.

f r\ *•

tor

w 4 ftK aha s% A bb A An Warn «MA#4>m

riyntcuuo a utscision no macte •

for

Tennessee where he was killed.

for

Inspiration In our hearts he Instilled.

for

Nobel the peace prize he won.

iuvc tic iiau i jr wexy vine •

for

unity he wanted for all.

for

tolerance of others 111 wills

for

hope from the civil rights bills.

for

Ebenezer the church of his choice.

for

respect he demanded In his voice.

for

the kindness he practiced all along.

for

the Issues he believed to be wrong.

for

nonviolence he taught everyday.

for

great he was In every way.

for

justice he fought for for so long.

for

remembrance of a man so strong.

1 -t

* 1 i

169

MARTIN LUTHER KING, JR.
SEEK 'N FIND

ADCDEFGJ S M H B

L L SN

Alabama
Atlanta
bills
boycott
bus
civil
Crozer

desegregation

Ebenezer
freedom rides
Georgia
Integration
Jr

King (2)
laws
love

discrimination Martin Luther

Minister

Morehouse

Nobel

nonviolent

poor

prize

protest

SCLC

segregation

Seminary

sit-in

Tennessee

unity

vigil

170

■* .J

MARTIK LUTHKR KINO, JR. CROSSWORD PUZZLK
Laur« A. Booth

nnz.

Down

1. Month Dr. King was born

2. People refused to rice ti

3. Citizen's rights

4. City where Dr. King was born

5. Dr. King's first and middle name

6. peaceful togetherness

7. State wh-. j Dr. King was killed

8. Tc refuse to deal or associate with

9. Dr. Kinp, encouraged people to register and

1X3

11.

12.
13.
14.
15.
16.
17.

Across

Dr. King led a boycott of buses in

Montgomery,

Dr. King's wife's name

Dr. King wa^ a baptist

The bus boycott j sted for over a
State where Dr. King was born
A peaceful way of doing things
What Dr. King wanted

171

ERIC

•

SUBJECT AREA: Language Arts GRADE: 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

After reading "Why We Honor Dr. Martin Luther King, Jr."
students will be able to write creatively, "I Have a
Dream that . . . . "

II. MATERIALS

Dittos on Martin Luther King to color.
Background information.

Book Martin Luther King, Jr.: His Life and Dreeu by
Christine King Farris

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities
Read story and discuss

Color In ditto picture of M. L. King and mount on
large poster papers for display

C. Culminating/Summarizing Activities

Write on topic of "I Have a Dream that..."

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Oral discussion and wi tten essays

irva E. Brown
Bayard School
Christina School District
Newark , DE

172

SUBJECT AREA: Social Studies

GRADE : 4

Unit Plan

I . DATA

A. Topic - Black History Month: A Time of Remembering

and Honoring; a Dream for All Americans

B. Number of lessons - 10

II. GENERAL PURPOSE OF UNIT (GOAL)

To bring about an awareness or the struggles and
achievements that blacks and other minorities had to
endure to accomplish rights and freedom, and have a
share of the American Dream.

III. SPECIFIC BEHAVIORAL OBJECTIVES
The understandings of:

The American Dream and the Impact of slavery upon it.

Why we have Black History Month.

Qualities of leadership.

The principles of nonviolence.

New and revised laws enacted for blacks and minorities.

IV. MATERIALS AND RESOURCES
Classroom and library resources

Pictures: Afro American Series; NY , NY (Printed

Instruction, Vertical file)
Filmstrips
Recording

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY
A Reading/ Literature

B . Audio-Visuals

McDonald's Black History Through RAP, McDonald's

Corp, 1985
linger Co., Freedom's Pledge; SVE, 111.
Singer Co., Harriet Tubman; SVE, 111.

C . Puzzles/Games

Wcrd finds
Crosswords

ERLC

173
1

EVALUATION

A. Of students

Test results
Puzzles

Teacher made dittos

Participation in group discussions

Rebecca Moore
C. Pulaski Elementary
Christina School District
Newark, DE

174

SUBJECT AREA: Social Studies

GRADE: 4

Lesson Plan
Topic: Slavery In America

I. BEHAVIORAL OBJECTIVES

The understandings of:
What slavery is.

The effects of slavery on the oppressed and the
oppressor .

II. MATERIALS

Chalk and chalkboard

Pictures (situation of slavery) series o* five
Recording: "Black History Through Rap," McDonald's

Corp. , 1985.
Record player
Teacher -made worksheets

III. PROCEDURES

A Motivational and Initiatory Activities

Place pictures on chalkboard ledge for open viewing
by students.

B. Developmental Activities

Draw students attention to pictures
Begin to explain effects of slavery
Define slavery
Discuss each picture

Discuss the effects of slavery on individuals of
oppression as well as those who are the oppressor

C. Culminating/Summarizing Activities

Play the first two sections (African Pride and
Harriet Tubman) of McDonald's "Black History
Through Rap" recording.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Teacher-made ditto matching words and terms.
Participation in group discussion.

Rebecca Moore

C. Pulaski Elementary School
Christina School District
Newark , DE

-75 1X3

SUBJECT AREA: Social Studies

GRADE : 4

Unit Plan

I . DATA

A. Topic - Martin Luther King, Jr. : His Life and

Dream

B. Number of lessons - 10

II. GENERAL PURPOSE OF UNIT (GOAL)

To develop understanding of why we honor Martin Luther
King, Jr.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will be able to understand M. L. King's civil
rights movement. Students will be able to identify
specific vocabulary words.

IV. MATERIALS AND RESOURCES

Reference books:

Martin Luther King: The Peaceful Warrior.

Martin Luther King, Jr.: His Life and Dream,

Scholastic News, January 10, 1986, Vol. 48, No. 13.

(See Appendix A)

V. ACTIVITIES TO CELE 3RATE MARTIN LUTHER KING BIRTHDAY

A • Reading/ Li terature
Scholastic News

Martin Luther King, Jr.: His Life & Dream
The Rev. Dr. Martin Luther King, Jr. (Black
America)

VI. EVALUATION

A. Of students

Written questions and examination given by teacher.

Drew Py.'e

Christina School District
Newark , DE

176

SUBJECT AREA: Social Studies GRADE: 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To develop the understanding of why we honor Dr. Martin
Lut r King, Jr.

II. MATERIALS

Continental Press dittos: New Monthly Act. Units,
January

The Education Center, Inc. Worksheet Magazine , Grades 4-

5. January 1986, p. 27
Martin Luther King: His Life ari Dream by Ginn & Co.
Martin Luther King: The Peaceful Warrior
Pllmstrlps: "Rev. Dr. Martin Luther King, Jr."
"Black Americans"

III. PROCEDURES

A. Motivational and Initiatory Activities
Pictures, class discussions.

B. Developmental Activities
Pllmstrlps and discussion

Puzzles, games, defining vocabulary, oral and
written, questions and answers

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Written examination
Recalling details

Drew Pyle

Christina School District
Newark , DE

177

SUBJECT AREA: Social Studies/Art /L. A.

GRADE: 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To sake students aware of the non-violent doctrine Or.

M. L. King tried to Instill In our society
To sake students aware of facts concerning Dr. King's

teachings In race relations

XI. MATERIALS

Books about Dr. King Including Young Martin
Fllmstrlps on Dr. King/film etc.

III. PROCEDURES

A. Motivational and Initiatory Activities
Dittos offering facts on Dr. King

B. Developmental Activities

Read the book Young Martin In & span of a week.
Have students draw/write about a special segment
of the book that Interested them.

C. Culmlnat Ing/ Summer 1 z Ing Activities

Allow students to share their drawings/stories

with total class.
Share special stories with total school during

Martin Luther King's Birthday.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Open discussion

Comprehension check survey of book read to class
Tnrough discussion and/or survey, one can see if
students retain Information taught.

Evelyn L. uewls
Friendship Elementary
Coat esvi lie Area
Coatesvl lie, PA

its ire

SUBJECT AREA: Social Studies

GRADE: 4

Unit Plan

I . DATA

A. Topic: Why do we celebrate Martin Luther King's

Birthday?

B. Number of lessons: 5-7 days

II. GENERAL PURPOSE OF UNIT (GOAL)

The general purpose Is to bring students to the
realization that people are different yet have same
needs, wants, dreams and rights.

III. SPECIFIC BEHAVIORAL OBJECTIVES

The students will learn and discuss Steve Wonder 1 s
"Happy Birthday" ; do research on segregation , make
reports.

IV. MATERIALS AND RESOURCES

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Martin Luther King: Man with A Dream, John Davldoff

B . Audio-Visuals

Recordings of "I Have a Dream " speech.

C. Art ^
King, Coloring Book, by Curtis Lewis

D . Puzzles/Games

Isolation Gam^-played differently each time. Traits
chosen for the game are based on impersonal rather
than actual physical characteristics (e.g. , this
morning only children wearing something blur may
have a drink during lavatory break or taose
students with a library book with over 100 pages
may have a treat during SSR. The v. lie's purpose
(though not a game In the traditional sense) Is to
have the children discuss their feelings when they
are part of the "in" group and compare the feelings
to those of the "out 11 group.

Mary K. Mayo
Benner Elementary School
Coatesvllle Area Schools
Coatesvl lie, PA

179 If

SUBJECT AREA: Social Studies

GRADE: 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The students will learn words to "Happy Birthday to
You."

The students will discuss the meaning of the song and

research the need to Integration.
The students will write about their dreams or Ideas to

Improve the world.

II. MATERIALS

Stevle Wonder's recording, "Happy Birthday to You"
Pictures

Books, articles related to King, Rosa Parks, etc.

III . PROCEDURES

A. Motivational and Initiatory Activities

Using Stevle Winder's recording of "Happy Birthday"
for a listening activity, we discuss how this song
Is different from the traditional birthday song.
The question Is presented "Why does this man King
deserve a special birthday song?"

B. Developmental Activities

Students learn words to song and discuss its
meanings.

Students research what segregated life ~as like.

C. Culminating/Summarizing Activities

Students report about their findings on
segregation.

Students play 'Isolation Game" and discuss their
feelings .

IV. EVALUATION

A. Procedures used to evaluate students' understanding
The discussions give way to an informal evaluation.
Formal evaluation can be judged through reading the
children's wishes for a better world.

Mary K. Mayo

Senner Elementary School
Coatesville Area
Coatesville, PA

180 ^

SUBJECT AREA: Social Studies

GRADE : 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To Instill In students an apprec itlon of the role
Martin Luther King played in American history.

II. MATERIALS

Activity Booklet: Teacher of Peace: The Story of Dr.

Martin Luther King (Burger King)
VCR Tape - Bill Cosby, 10/30/86

III. PROCEDURES

A. Motivational and Initiatory Activities

Initiate discussion of the treatment of blacks in
the South during pre-civil rights era.

B. Developmental Activities

Distribute booklets and, through reading and
discussion, trace the role of Dr. King in his fight
for equal rights.

C. Culminating/ Summarizing Activities

Show tape of Bill Cosby Show aired on 10/30/86.
Slide presentation with guest speaker, if
possible.

IV. EVALUATION

A, Procedures \ised to evaluate students 1 understanding
Written quiz on material In activity book.

B. Analysis/Reflection by teacher

Nancy Daley
Duquesne Elementary
Duquesne School District
Duquesne, PA

J '10

181

SUBJECT AREA: Social Studies GRADE: 4

Unit Plan
"Let No Man Pull You Down So Low"

I . DATA

A. Topic: A play about Martin Luther King, Jr.

B. Number of lessons: varies

II. GENERAL PURPOSE OF UNIT (GOAL)

To acquaint the students with the life of Martin Luther
King, Jr.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Understanding of the Incident that first placed Martin
Luther King In a role of leadership

IV. MATERIALS AND RESOURCES
Copy of play

Timeline of events In his career

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Readings from extensive bibliography.

B. Audio-Visuals

Adventures In Black History, Vol. I, II, III
The Frederick Douglas Years 1817-1895

C. Speakers/Panels, etc.
Charlotte Jefferies - Black lawyer

D . Puzzles/Games

"Who Am I" , The Same of Black American Trivia and
Slgnlf lea

Sports and the Black American - library and
reference skills activity

E. Combination Projects ( Involving two or more of
above areas)

Combine Trivia game with library and reference
skills activity to build background.

1Z)

182

F. Other

Famous Black People - flash cards
Newspaper and magazine clippings

EVALUATION

A. Of students

B. By teacher

Kenneth Weber
Westlnghouse Elementary
East Allegheny School District
N. Versailles, PA

183

SUBJECT AREA: Social Studies

GRADE : 4

Lesson Plan
The Ami st ad Case

I. BEHAVIORAL OBJECTIVES

To provide Insights concerning the very few alternatives
available to Black Americans in the slavery era.

II. MATERIALS

Sixteen page story In cartoon format.

III. PROCEDURES

A. Motivational and Initiatory Activities
Conduct a mock trial.

B. Developmental Activities

How do you think white people in New Haven felt
about black people an<i slavery before the Amistad
Case?

What was the government's Interest In the Amistad
Case? Why?

Why were the abolitionists disliked even by many
people opposed to slavery?

C. Culminating/Summarizing Activities

Following trial, write follow-up stories on the
case, considering how the trial may have changed
their points of view.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Have students complete worksheets provided.

B. Analysis/Reflection by teacher

Kenneth Weber
Westlnghouse Elementary
East Allegheny School District
N. Versailles, PA

184

SUBJECT AREA: Social Studies

GRADE: 4

Unit Plan

•Note: This Is an entire school project - not just 4th grade.
I . DATA

A. Topic: African American History month

B. Number of lessens: Ongoing

II* GENERAL PURPOSE OF UNIT (GOAL)

The children will become aware of the many contributions
and accomplishments of African Americans through books,
magazines, reports, television, movies, speakers, etc.

III. SPECIFIC BEHAVIORAL OBJECTIVES

90* of the children In the school (grades K through 5)
will make a contribution to the African American History
Month murals or bulletin boards throughout the school
during the month of celebration.

IV. MATERIALS AND RESOURCES

Mural paper, magic markers, Index cards, school library,
public library, etc*

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A • Readings/Literature

Children wil 1 read books , magazines , flash cards ,
etc. to gather data. Later students will
Incorporate the Info they compiled onto the murals
and bulletin boards under the various categories.

B . Audio-Visuals

Film strip: "Famous Black Americans"
Records - Famous African American artist 1 s work
(vocal and instrumental)

C. Speakers/Panels, etc.

Director of the Erie Community Blood Bank addressed
the 4th and 5th graders with a profile of Dr .
Charles R. Drew (1904-1950) and his lifesaving work
in the area of blood storage*

D. Music

African American music was taught at all levels
during the weekly music classes with the music
teacher •

ir.3

185

E. Art

Children Illustrated reports they wrote and
contributed pictures of famous African Americans
and what they did to the murals In the halls.

F. Puzzles /Games

Children pantomimed various famous African
Americans for their classmates to guess.

6. Community/Outside Groups

H. Combination Projects ( Involving two cr more of
above areas)

I . Other

Birthday cake in 4th grade classrooms for Dr.
Martin Luther King. Children sang "Happy
Birthday". Ended on a solemn note with one student
reading parts of the famous "I Have A Dream"
speech .

EVALUATION

A. Of students

Evident by student contributions to the murals and
bulletin boards in the school hallways. Also,
evident by a new understanding and pride exhibited
by many kids who had found new heroes whil
completing their research!

Marnie Evanof f-McGeorge
Edison Elementary School
City of Erie School District
Erie, PA

186

SUBJECT AREA: Social Studies

GRADE: 4

Lesson Plan

I . BEHAVIORAL OBJECTIVES
(See III of Unit Plan)

II . MATERIALS

Mural paper, magic markers, index cards, school library
books and magazines, public library books and magazine.

III. PROCEDURES

A. Motivational and Initiatory Activities

15 foot banner proclaiming African American History
Month was hung In the main hallway. Then, mural
paper was attached to the walls with different
headings . Actors and Playwrights , Science &
Discovery, Musicians and Composers , Arts &
Literature, Medicine, Politicians , etc.

B. Developmental Activities

C. Culminating/ Summarizing Activities
See V on Unit Plan.

IV. EVALUATION - See Unit Plan

A. Procedures used to evaluate students 1 understanding

B. Analysis/Reflection by teacher

Mamie Evanof f-McGeorge
Edison Elementary School
City of Erie School District
Erie, PA

187

JANUARY AND FEBRUARY ARE AFRICAN
AMERICANS STUDY & ACTIVITY MONTHS

This year African American Study and Activity Months
will officially begin on January 15, 1986 - Dr. Martin Luther
King's Birthday. There will be a variety of displays In South
Hall. Plan to visit.

Room 12 students have started their projects for African
American Month at Edison. They will put up wall displays and
murals In Sr th Hall and use library books to do research
projects abouv famous African Americans.

Edison School News

January 1986

Marnle Evanof f-McGeorge

Edison Elementary

City of Erie School District

Erie, PA

1 r p
188 1 '

SUBJECT AREA: Social Studies

GRADE: 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Develop awareness of who Dr. Martin Luther King was and
his contributions to America.

II. MATERIALS

Black Histcry Month stamp ditto. Frank Schaffer's
Schooldays , Feb/Mar 1985.

III. PROCEDURES

A. Motivational and Initiatory Activities
Use Black History Month stamp ditto.

B. Developmental Activities
Discuss people on ditto
Focus In on Dr. King

Ask students what they know of Dr. King
Discuss who he was and his contributions
List on board

C. Culminating/Summarizing Activities

Design 2 stamps of their own, one showing a
contribution of Dr. King, the other featuring
another famous black American.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Observation of discussion and stamps

Share stamps with each other

B. Analysis/Reflection by teacher

Natalie Cromie
Evergreen

Gateway School District
Monroevl lie, PA

1 .17

189

SUBJECT AREA: Social Studies

GRADE: 4

Unit Plan

I • DATA

A. Topic: Brotherhood - Using Dr. Martin Luther Kin7,
Jr. as a role model

B. Huabar of lessons: 4

II. GENERAL PURPOSE OF UNIT (GOAL)

To proaote awareness In students of the many
contributions of Dr. Martin Luther Kin;, Jr. and his
dream of the development of strong character, self*
respect, and justice for all - regardless of one's race,
sex, national origin or economic status.

III. SPECIFIC BEHAVIORAL OBJECTIVES

The pupils will be able to explain the need for
brotherhood among all people and reflect behavior that
will stress good human relations with all ethnic groups.

IV. MATERIALS AND RESOURCES

Time, April 16, 1963 (Dr. King's accomplishments)
Martin Luther King, Jr.: Els Life, Martyrdom and Meaning

for the World, William Robert Ml lien
Time, April 12, 1968 (speeches and quotations)
I Have a Dream: The Story of Martin Luther King, Jr. In

text and pictures by editors of Time/Life Books
A Pictorial Blstory of the Negro In America, L. Hughes

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings /Literature

Have children locate in the library biographies of

Dr. King, Bunche, Bethune and Carver and read to

prepare oral reports.
Have children review past Issues of Ebony and Jet

to f 1 nd and report on news accounts of King 1 s

life and commemorative activities.

B. Audio-Visuals

Have class make up a list of locations of visual
materials on Dr. King In the school library. Have
students decide whether there Is enough material,
visual and written, to get to know and Illustrate
major phases of King's life. If materials are
Halted, ask school board to purchase additional
Items .

190

C. Speakers/Panels, ate*

Ministers or community leaders could discuss the
relevancy of Martin Luther King's dream In today's
society.

D. Music

Play appropriate recordings on theme of freedom
and justice ( "John Brown 1 s Body , " "Freedom" ) .
Have students discuss their own Interpretations
of the song.

Select simple freedom songs and have students work
up dance pantomime with songs as musical
backgrounds .

E. Art

Have pupils draw pictures of King at different
phases of his life: as a boy In church, as a
school boy, as a young preacher, as a speaker,
and as a Nobel Prize recipient.

Use beads, beans, paper and other materials for
mosaics of King and other outstanding blacks.
Mount and display.

F . Puzzles/Games

Math related: Create a math code using basic
facts. Have pupils work out each problem and
f 1 nd the letter equa 1 to t he answer . Make a
famous person's name (Dr. King).

Create a word puzzle using words we hear and use
when learning about Dr. Martin Luther King, Jr.

6. Community/Outside Groups

H. Combination Projects (Involving two or more of
above areas)

A , B , and C could be combined and discussed to
evaluate what has been learned about Dr. King and
to note the various reactions from other persons,
groups, etc.

I . Other
EVALUATION

A. Of students

Do they have a more positive self-Image?
Can they Identify contributions that Dr. King made
to society?

Are students aware of Dr. King's dream of justice
for all?

Do they recognize the differences as well as
similarities among people?

191

By teacher

Do students understand the contributions of many
different peoples and their cultures (social
science)?

Do I, as a teacher, make judgments In advance for
certain students In my class?

Can I help students learn the pain of
discrimination In developing activities to show
what happens? For example, what happens to all
the children wearing green If I Ignore them all
morning? Sharing feelings helps to show how
unfair It Is.

Elizabeth Wiley
Marshall Elementary
Harrlsburg School District
Harrisburg, PA

192

2C0

SUBJECT AREA: Social Studies

GRADE: 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Pupils will be able to explain the need for brotherhood
and reflect behavior that will stress good human
relations with all ethnic groups using the contributions
of Or. Martin Luther King, Jr.

II . MATERIALS

Pllmstrlps pertaining to Dr. Martin Luther King, Jr. 's
life.

Different works dealing with Dr. Martin Luther King,

Jr.'s life.
rime , April 12, 1968; Time, April 16, 1963.
Past Issues of Ebony and Jet for news accounts of

King's life.

III. PROCEDURES

A. Motivational and Initiatory Activities

Show films and films trips pertaining to Dr. King's
life.

B. Developmental Activities

After viewing films trips on King, have pupils

wr 1 te shcr t summaries of content of f 11ms trips

for presentation to class.
Have pupils locate different works dealing with

life of King that library might contain.
Pupils may write original stories of the struggle

for freedom, dignity and brotherhood — men and

women.

Write originals poem about Dr. King and bind into a
book collection. Make s tenc i 1 , dupl i ca t e , and
give each child a copy. Design appropriate book
covers .

C Culminating/Summarizing Activities

Have class learn and recite together Margaret

Walker's "For My People."
Have class present a choral rendition of "Lift

Every Voice and Sing."
Stress the need for brotherhood dally.
Stress the importance of self -pride In one 's own

cultural heritage and at the same time,

underscore the need for awareness of the negative

side of excessive pride.

193

ERLC

20 1

EVALUATION

A. Procedures used to evaluate students 1 understanding
Have students relate what they have learned about

Dr. King and react to his philosophy.
Have each child tell what he/she can contribute In
the future to enhi nee better Inter-group
relations.

B. Analysis/Reflection by teacher

By observing pupils 1 cooperation and listening to
them tell what they have learned, the teacher can
gain Insight Into how much has been learned from
activities.

Observe pupils to see If pupils have been
motivated to read more about Dr . King and other
men with same philosophies.

Elizabeth Wiley
Marshall Elementary
Harrlsburg School District
Harrisburg, PA

194

Or ■}

SUBJECT AREA: Social Studies

GRADE: 4

Unit Plan

I . DATA

A. Topic: Martin Luther King, Jr.: His Life and Dream

B. Ruber of lessons: 10

II. GENERAL PURPOSE OF UNIT (GOAL)

To help students understand the man whose life and work
prompted the Congress of the United States to pass a
bill that set aside the first holiday In honor of a
black man.

III. SPECIFIC BEHAVIORAL OBJECTIVES
Students will be able to:

Recall ways segregation affected Martin Luther King, Jr.
as a child.

List the members of Dr. Martin Luther King, Jr. 's
family.

Explain why Dr. King became a minister.
Describe the Montgomery bus boycott.
Explain Dr. King's role In the boycott.
Give examples of nonviolent protest.

Describe how Dr. King reacted when his house was
bombed .

Explain why Dr. King opposed the war in South Vietnam.
Describe what the Civil Rights Acts of 1964 meant for
blacks .

Describe what the Voting Rights of 1965 meant for
blacks .

Identify the role President Kennedy and Johnson played

in the passage of the new civil rights laws.
Describe some of the reasons why Martin L. King, Jr.,

was a great leader.
Explain the significance of the Nobel Peace Prize.
Describe the events leading to Dr. King's death in

Memphis , Tennessee .
Describe the reactions to Dr. King's death.
Explain why the Eternal Flame burns at King Center.
Recognize why the King Center feels young people are

Important .

Explain why Dr. King's birthday is a national holiday.

195

MATERIALS AND RESOURCES

Pictures cf family groups with three generations.
Include pictures of different ethnic groups and some
that show single parents with children and older
fatally members*

Maps of the world.

Encyclopedia

Map of the United States

Photographs of the 1960's civil rights marches.
A recording of the " I Have a Dream" speech.
Graph paper

Copies of the books written by Dr. King
Recordings of Dr. King's speeches

Permanent marker (those with silver ink, if possible)

Mineral or vegetable oil

"We ShalJ. Overcome " recording

ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings /Li t era tur e
I Am a Man

Martin Luther King: The Peaceful Warrior
Martin Luther King, Jr.: His Life and Dream
Martin Luther King, Jr.

B. Audio-Visuals

Films trips:

"Martin Luther King, Jr. Day"

"Martin Luther King: The Choice to Be Great"

"A Team For Everyone"

C. Speakers /Panels, etc.

D. Music

"I Have a Dream "
"We Shall Overcome"

E. Art

Drawing a family tree

F. Puzzles/Games

Mystery facts puzzle; find words puzzle; crossword
puzzle , "We Are Black Kit" NRS

G. Community /Outside Groups

H. Combination Projects (Involving two or more of
above areas)

I . Other

196 2^

EVALUATION

A. Of students

The students should be able to:
Make an oral report
Determine the sequence of events
Identifying family relatlonsalps by completing a
family tree

B. By teacher

After completing this lesson, students will be able
to understand why the civil rights movement gained
momentum through King 1 s leadership and how
significant: the achievements were.

Rhodella Heard
Kelly 4
Wllklnsburg Area School District
Wilkinsburg, PA

197

SUBJECT AREA: Social Studies

GRADE : 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To acquaint students with the life of Martin Luther
King, Jr.

To show how he worked to bring about full equality for

^Xl Americans
To show how we celebrate his birthday in the U.S.A.

II* MATERIALS

Book: I Am A Man

Large picture of Dr. Martin Luther King, Jr.

III. PROCEDURES

A. Motivational and Initiatory Activities

Display picture of Dr. King, ask students if they
Irnow who It is.

B. Developmental Activities

Read the book I Am A Man: Ode to Dr. King. Assign
each student a verse to be memorized from the
book.

After the verse Is memorized the students with
teacher's help will add Impromptu actions to tell
the story.

C. Culminating/Summarizing Activities

When all parts are learned, with created actions
added, the students will perform before an
audience*

IV. EVALUATION

A. Procedures used to evaluate students 1 understar 4 ng
The student will be able to state who Dr. King was
and one thing he did.

B. Analysis/Reflection by teach jr

Rhode 11a Heard
Kelly

Wllklnsburg School District
Wllklnsburg, PA

198

2C5

SUBJECT AREA: Social Studies

GRADE : 4

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Children will become aware of the characteristics Dr.
King possessed.

II . MATERIALS

Worksheets of Dr. King's life and family
Films trips

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Class discussion are held on the following words:

greatness, principles, goals and dedication.
Booklets are made of Dr. King's life.

C. Culminating/Summarizing Activities

IV. EVALUATION

A. Procedures used to evaluate student* 1 understanding
Worksheet, fill In the blanks, is used to evaluate
understanding .

B. Analysis/Reflection by teacher

Mrs, Ernestine Howard
Turner Elementary School
Wllkinsburg School District
Wilkinsburg, PA

199

ERLC

207

SUBJECT AREA: Social Studies GRADF : 4-5

Unit Plan

I . DATA

A. Topic: Martin Luther King, Jr.

B. Number of lessons: 5

II. GENERAL PURPOSE OF UNIT (GOAL)

To Introduce children to the aspirations and dreams that
Martin Luther King Jr. had for his people and what he
had to do In order for his dreams and aspirations to be
realized.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Children will be able to visually Identify Martin

Luther King Jr.
Children will be able to verbalize Important

biographical facts about Martin Luther King, Jr.
Children will be able to verbalize what Dr. King 's

dream was for his children and other children
Children will identify Important events that correspond

with Martin Luther King, Jr.
Children will draw portraits and write poems about

Martin Lucher King.
Children will relate events of present day struggle cf

Africans and Afro-Americans with those events of the

past.

IV. MATERIALS AND RESOURCES

"I Have A Dream" speech

Fllmstrlps , posters

"Color Me Brown"

"Little Martin Coloring Book"

Also see materials below.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Review and discuss selected events In Dr. King's
life.

Read and display books, picture biographies of Dr.
King.

200

Or p

B . Audio-Visuals
Films trip

C . Speakers/Panels , etc •

0. Music

Teach students "movement" songs:
"We Shall Overcome"

"Ain't Goln 1 Let Nobody Turn Me Round"
"Oh Freedom"

E . Art

Poster contest

Collage of events that are prepared by students

F. Puzzles/Games

Color Me Brown Coloring Book
Little Martin Coloring Book

G. Community/Outside Groups

H. Combination Projects (Involving two or more of
above areas)

1 . Other

Birthday party honoring Or. King
Mobiles of terms used by Dr. King

VI . EVALUATION

A. Of students

Completion of assigned projects and activities
Relating of ob j ect i ves and goa 1 to everyday
classroom experiences

B. By teacher

Reglna B. Hoi ley
Carmalt

Pittsburgh Public Schools
Pittsburgh, PA

201

200

SUBJECT AREA: Social Studies

GRADE : 5

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The student will be able to recall ways segregation

affected Martin Luther King, Jr. as a child.
The student will be able to explain why Martin Luther

King, Jr. used the term nonviolent means.
The student will be able to describe the Montgomery bus

boycott and explain Dr. King's role in the boycott.
The student will be able to give examples of nonviolent

protest .

II. MATERIALS

Martin Luther King, Jr.: His Life and Dream, Ginn, 1986
by Christine King Farris.

III. PROCEDURES

A. Motivational and Initiatory Activities

Identify family relationships by completing a
family tree.

Write paragraphs about family
Complete time lines
Locate places on a map

•B. Developmental Activities

Read booklet, listen to tapes and do the following
skills:

Using encyclopedia

Reading schedules

Writing paragraphs about Dr. King's life

C. Culminating/Summarizing Activities

Use puzzle to review the vocabulary, facts and
main Idea.

Given a word box, the students will complete

sentences on Dr. King's life.
The students will memorize parts of speech "I Had

A Dream. 11

The students will prepare a speech on civil rights.

2 : o

202

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
All papers will be corrected and graded.
Evaluation of oral presentations.

Observation by teacher of students' behavior and
consideration of each other.

Harry Pox

Maple Lane Elementary
Brandywlne School District
Wilmington, DE

ERLC

203 2U

SUBJECT AREA: Social Studies

GRADE: 5

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To help students appreciate and understand who and what
"Dr. Martin Luther King Jr. was all about.

II. MATERIALS

Reading on Dr. Martin Luther King (See following page)
Books on Dr. King's life (at least 5 or 6)
Pictures with written captions (to be displayed around
the room)

Lined composition paper, drawing paper, crayons and
pencils

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Allow students to sit In a group of five or six
students . Distribute one ( 1 ) book per group .
There Is to be one child (group leader) designated
to show the book to the group. (Just skimming.)
The student Is to read the story of Dr. King's
life. Allow about 20-25 minutes. If one group
finishes early, you should have a list oJ
discussion questions the group leader could ask
his/her group.

C. Culminating/Summarizing Activities

Students will return to their seats. Give each

student a piece of drawing paper, crayons, and

composition paper.
Students are to draw a picture that stands out in

their mind from the story . Using a sheet of

composition paper they are to write the word "Dr.

Martin L . King, Jr . 11 vertically, skipping one

line after each word.
Students should try to think of words or phrases

to match each letter.

204

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Each student will get a chance to show and explain
the picture. Then tell how each letter was used
and what It stood for.

Barbara A. Sudler
McCullough Elementary
Colonial School District
New Castle, DE

205

ERiC 213

The following story should be read to the class, or the
students My take turns reading with the teacher discussing.
Then they nay do the Independent exercise alone. Independent
Exercises (1) pa.nt a dream; (2) magic telegram; (3) sequence
of events; (4) vocabulary exercise.

#*##

Dr. King and some 70 of his followers were arrested and
convicted for "illegally boycotting" the buses. The civil
rights leader declared that his only offense was In seeking to
"instill In my people a sense of dignity and self-respect."
The convictions were appealed and eventually overturned. The
higher court held that the segregation laws of Alabama were
unconstitutional. Montgomery's city council officially
declared an end to segregation on the city buses on December
20, 1956. Dr. King was among the first to ride them.

Shortly after the buses were Integrated, Dr. King and a
group of Atlanta ministers created the Southern Christian
Leadership Conference (SCLC) .

The purpose of the SCLC was to hold on to the gains made
by black people through the Montgomery campaign and to
continue the spirit of nonviolence in making greater gains.
Dr. King was chosen president of SCLC.

The civil rights leader continued his style of direct
Involvement In the fight against racial segregation. Arrested
more than a dozen times for taking part In demonstrations, Dr.
King felt no bitterness toward his jailers nor toward those
who supported the jailers. He developed a deep faith in the
power of love and nonviolence In social relations. One of his
favorite admonitions to his followers was this: "Let no man
drag you so low as to hate."

Dr. King was an even-tempered, brilliant man, born in
Atlanta, Georgia, in January, 1929. His grandfather and
father were ministers.

His grandfather, Rev. A. D. Williams, helped to secure
the first high school for black students in Atlanta. Martin
Luther King, Jr. 'a own father was the leader in the fight for
the equalization of salaries for black teachers in Georgia.

Martin Luther King, Jr., sped through school, graduating
from high school at age fifteen. He skipped the ninth and
twelfth grades and passed the difficult entrance examination
to enter Morehouse College, an all-black school, in Atlanta.
After graduation from Morehouse, he attended Crozer
Theological Seminary in Chester, PA. This was the first
integrated school he had attended.

206 2 ' -

It was at Crozer that Dr. King became convinced that the
Idea of nonviolence, which Mahatma Gandhi had taught In his
lifetime, could be applied to the race struggle In America.
He graduated from Crozer with honors . He had been voted
president of his class and had won a $1,200 grant to continue
his studies at any university he chose. He chose the
University of Boston to study for his Ph.D.

While studying In Boston, Or. King met Coretta Scott,
who was studying voice and piano at the New England
Conservatory of Music. On Tune 18, 1953, they were married In
the garden of the Scott family home at Helberger, Alabama.
Or. King's father performed the ceremony.

The four King children are Yolanda, Martin Luther King
III, Dexter, and Bernlce.

Dr. King walked picket lines, took part In sit-in
demonstrations, sat In jail cells, and suffered much. Yet he
kept his be let In the power of love, goodwill, and
nonviolence. He kept his faith In democracy.

His life ended suddenly In tragedy. On April 4, 1968,
the civil rights leader was assassinated In Memphis,
Tennessee .

Barbara A. Sudler
McCul lough Elementary
Colonial School District
N*w Castle, DE

207

SUBJECT AREA: Social Studies GRAD§: S

Unit Plan

I . DATA

A. Topic: Martin Luther King, Jr : Life and Dream

B. Number of lessons: 10

II. GENERAL PURPOSE OP UNIT (GOAL)

To help students understand the man whose life and work
prompted the first holiday in honor of a black man.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Children will recall how segregation affected life of
King.

Children will define nonviolent, boycott.
Children will describe events leading to Dr. King's
death

•

IV. MATERIALS AND RESOURCES

Booklet: "Martin Luther King, Jr: His Life and Dream",

Ginn and Co.
"Don't Think Like a Slave" by Linda K. Shaw

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Li terature
Worksheets from booklet

B. Audio-Visuals

C. Speakers/Panels, etc.

D. Music

"We Shall Overcome"

"He Had a Dream" by Ruth Manier (Appendix A)

Mary Col lad o
Benner Elementary
Coatesville Area
Coatesville, PA

208

SUBJECT AREA: Social Studies

GRADE: 5

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The student will be able to define the term civil
rights, and explain how Dr. Martin Luther King was
Involved in the Civil Rights Movement in the early
1960*3 .

Students will be able to define what the NAACP
promotes.

II. MATERIALS

Textbook: MacMillan, Grade 5, pp. 141-142.
Burger King Booklet, "Teacher of Peace, The Story of
Martin Luther King. 11

III. PROCEDURES

A. Motivational and Initiatory Activities

Start the lesson by asking the students how they
would feel if they were told to give up a seat on a
bus to another person, or be arrested for not doing
so . This should lead to a discussion about
segregation.

B. Developmental Activities

Read and discuss pp. 141-142, MacMillan, Grade 5
textbook.

Read, discuss "Teacher of Peace: The Story of Dr.
Martin Luther King".

C. Culminating/Summarizing Activities

Letter puzzle. . .scrambled words. . .maze - Burger
King Booklet.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Include the following questions on Social Studies
test, Unit 3, Chapter 3.

How was Dr. Martin L. King involved in the civil

rights movement?
What Is the NAACP?

Frank Capuzzl
Duquesne Elementary
Duguesne School District
Duquesne , PA

209

SUBJECT AREA: Social Studies GRADE: 5

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Studants should recognize the name and person: Martin

Luther King, Jr.
Students should know he was a civil rights leader.
Students should recognize his picture.

Ix. MATERIALS

Old newspapers from King's assassination
Paperback book on King

III. PROCEDURES
Motivational and Initiatory Activities
Developmental Activities

Class discussion about the holiday, why they're
having a day off, what special day it is and why.
Give oral information on King.
Show newspapers and let kids look at them.

Culminating/Summarizing Activities
Have newspapers and paperback book available for
anyone to read.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding

B. Analysis/Reflection by teacher

A.
B.

Susan Mathews

Westlnghouse Middle School
East Allegheny School District
North Versailles, PA

210

<* • 0

ERIC

SUBJECT AREA: L . Arts

GRADE: 5

Ltsson Plan

I. BEHAVIORAL OBJECTIVES

To review paragraph construction

To discuss life and achievements of Dr. Martin Luther
King, Jr.

II. MATERIALS

Martin Luther King Peaceful Warrior, Ed Clayton.
Meet Dr. Martin Luther King, Jr., James DeKay.
Martin Luther King: Man of Peace, Lillie Patterson.

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Discuss Martin Luther Kinj Jr.'s life.

Read excerpts from books.

Review paragraph structure.

Write e&says about Martin Luther King.

C. Ci lainating/Summarizing Activities

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding

B. Analysis/Reflection by teacher

My students (2) won honorable mentions in
competition for their essays. Each received a cash
prize. The group sponsoring the concest was
National Black Child Development Institute. The
culmination of this activity were the prizes the
students won. The winning students read their
essays to the student body over the public address
system.

Mary Jo Retzer
Westinghouse Middle School
East Allegheny School District
North Versailles.. ?A

ERIC

211 0 , „

MARTIN LUTHER KING,

Memorial Celebration

January 18, 1986
7 • 10:00 P.M.
Frick Fine Arts Auditorium

Program

Matter of Ceremonies n , u.„ P

or. Neidon E Harrison

Invocation TK „ _ m , „

The Rev- T. |. Pollard. Pastor

Cornerstone Baptist Church

Song

• • ; ; • Black National Anthem

Lift Every Voice and Sing"

History of NBC 0 I a . . ,.

President Eleanor Campbell

Pittsburgh Affiliate

Meditation

Recorded' Voice' of Martin l^^r.

Solo

ttaurgia Summers

Introduction of Speaker -

Eleanor Smith

Speaker of the hour

.• • Elmer McClung

Oirector. Klngsley Association

Solo

Georgia Summers

Introduction of Judges

Judges Nancy Bryant

Dr Shirley Biggs, Univ. cf Pgh

Jerry Lopes. WAMO Radio
oonya Raid, New Plttsburoh Courier

«\A/K- *u . S* 1601 ** Compositions

What the Life of Martin Luther King. Jr. Means to Me -

Awards Presentation .

Carvis Fisher

Remarks Cl

Eleanor Campbell, ^resident

Benediction ....

The Rev T. I. Pollard

Refreshments Served

221

SUBJECT AREA: L. A. /Reading

GRADE: S

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To Increase awareness and knowledge of Martin Luther
King's contributions to his people and nation.

II . MATERIALS

Dr. Martin Luther King, Jr.: His Life and Dreams, Ginn

Publishing Company
Weekly Reader Newspaper , Xerox Publishing Company
Scholastic Magazine , Scholastic Inc.

III. PROCEDURES

A. Motivational and Initiatory Activities
Classroom bulletin boards encouraged.

B. Developmental Activities

The Glnn material Is placed In each fifth grade
during January for reference and study. The weekly
newspapers are shared In every elementary
classroom. There Is always a feature on Dr. King
In the Issue published for the third week In
January .

C. Culminating/Summarizing Activities

School Is released for Martin Luther King's Day so
students and teachers may participate in community
observances and activities.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding

B. Analysis/Reflection by teacher

Fifth Grade Teachers

Chandler , Cypress , Meadowvale ,

Westwood , Roxbury
Greater Johnstown School Dlst.
Johnstown, PA

SUBJECT AREA: Social Studies

Ltsson Plan

GRADE : 5

I. BEHAVIORAL OBJECTIVES

Students will Identify Martin Luther King, Jr. and other
famous black Americans.

II. MATERIALS

Posters
Magazines

Troll Associates Books

African American Workshop Books

Glnn & Co.'s. Martin Luther King, Jr.: His Life and

Dream
Ency c 1 oped las

American Book Co., Americans and other books

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

During D.E.A.R. time In January and February
students are directed toward the above reading
materials. Class discussions are part of Social
Studies. Displays of books, posters, etc. are
available In classroom from mid- January through
February (Black American History Month).

C. Culminating/Summarizing Activities

Students write a composition about a famous Black
American.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Feedback from discussions. Composition content.

B. Analysis/Reflection by teacher

M. Lyn Engelhardt

Philip Murray School

Pitts burgh Pub 11c Schools

Pittsburgh, PA

ERLC

214

SOBJECT AREA: Social Studies GRADE: S

Unit Plan

I . DATA

A. Topic: Black Americans: A Place In History

B, Number of lessons: 6 from January - February

II. GENERAL PURPOSE OF UNIT (GOAL)

To make students aware of the Important contributions of
Black Americans and through knowledge and information to
relate better with others.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Build self-esteem In Black American culture
Historical knowledge for all

IV. MATERIALS AND RESOURCES

Scholastic News , Jan. 10, 1984 (Reprinted with

permission of publisher)
About Black Americans (Charming, L. Bete Co., Inc.,

Deerfield, MA)
Educational Insights - Carson, CA

Wm. Penn School Diet. Multicultural Resource Unit, 1981

(List of Outstanding Afro-Americans; attached)
Martin Luther King, "I Have a Dream" (See Appendix A)
Barbara Buckner Wright, "Black"
Also see below for specific areas

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings /Literature

See Materials and Resources

B . Audio-Visuals

Delaware County Intermediate Unit Instructional

Materials films
Black History, Parts I-II, Mr-3-0163

C . Speakers /Panels , etc .

Black Political Forum, Philadelphia, PA (SH-8-4315)

D. Music

MP-2-7227, Afro American Music

Folk songs, spirituals ("A Way to Talk")

215

E. Art

Heri tage House/ Afro American Cultural Center,
Philadelphia, PA

F . Puzzles/Games

Word searches, Cards, "Who Am I"; Black Americans
Kit

6. Community/ Outside Groups

H. Combination Projects (Involving two or more of
above areas)

Presentation to other classes. Assembly as a play.
Game.

I . Other

Fidelity Bank Calendar "Brotherhood Through
Understanding" ( Geo . A. Beach, Creator ) , 1984 ,
Shaw-Barton.

Instructor Curriculum Materials #WC 951-020-ICM
#462

20 posters, personalities , bibliography
Frank Schaffer, "Classmate Magazine"

EVALUATION

A. Of students

Teams to play "Who Am I"

Bee for All - Champions wear a button "Super
Historian"

B. By teacher

Oral evaluation, quiz.

Glovanna L. Elsenstein
E. Lansdowne Basics
William Penn School District
Yeaden, PA

216

R®8

MARCHING FOR RIGHTS

By Jerome Ruderman

: lri<1&6S $ law* in many southern states made it difficult— or
impossible— for black Americans to vote. Civil rights marchers
—bl*ck and white— led by Martin Luther King, Jr., changed those
laws without . using violence.

Characters
Narrator

Albert Turner ~ .* . .

John Lewis Civrf rights marchers

Martin Lather King, Jr., Leader of the civ*l

rights movement and a minister

Joe Smitherman, Mayor of Selma, Alabama

Wilson Baker, City police director of Selma

John Cloud, Major in the Alabama state

troopers

Coretta King, Martin Luther King's wife
James Fanner, Civil rights leader

Scene One

January 2, 1965; a meeting in a
chapel in Selma.

Turner: Martin Luthar King is bringing the
civil rights movement to Selma!
Lewis: He can help us. Did you know that
there are 15,000 black citizens here? Only MO
of them are registered to vote.
Turner: The board that registers voters sure
does find ridiculous reasons to keep Macks
from using their right to vote.
Lewis: ...Reasons like forgetting to cross a
M t M or dot an "f on the registration form.
Turner: One question asked how many words
there are in the U.S. Constitution!
Lewis: Shhh! Dr. King is about to speak.
King (from the front of the chapel): Our cry
to the state of Alabama is a simple one. Let
us vote! We are not on our knees begging for
the right to register. We have that right. We
are demanding Lo iron il, Wo shall urn* non-
violent action, but we shall not give up.

Turner (whispering to Lewis): Thjs is whr
Martin is telling folks all across the South — t
use peaceful protest inarches.
Lewis: White officials are being forced t
choose between listening to us or using force,
rurner: That's right. We will demand our
rights as VS. citizens — without using violence
King: Our people will march from Selma to
Montgomery. The more attention we get, th
more pressure the U.S. Congress will feel to
make sure the voting laws ao* obeyed.

Scene Two

Later that month: Selma police
headquarters,

Smitherman: Tlte blacks have been coming
all "week to register to vote. I tell you they
are organized.

ERIC ;,, ^>^-^ .WW* •

217

.32 "6

•7 1

".N

Baker: They talk a lot about nonviolent pro-
tect We should play the same game. Stop them
with nonviolent law enforcement!
Smithennan: Not on your life. That will never
work.

Baker But 111 bet that's just what King wants.
The march will be on network TV news. The
whole world will be watching. We'll took like
a gang of bullies if there's any violence.
Smithennan: All I know is that I'm not let-
ting blacks take over the state of Alabama
Baker: Don't worry. I'm bringing in armed
horsemen to stop them. I won't let them cross
the Pettus Bridge to get out of Selma.

Scene Three

March 7: on the highway

from Selma to Montgomery.

Narrator: After demonstrations and marches
in Selma, the marchers head for Montgom-
ery. Martin Luther King is not with them. He
plans to join them the next day. It is Sunday,
and he is with his church congregation in
Georgia. Now, the marchers are approaching
the Pettus Bridge..

Williams: Look at that! State troopers are
blocking the highway.

Turner: They're wearing gas masks and hard
hats. Look at those billy clubs. There's going
to be trouble.

Cloud (through bull horn): You've got two
minutes to turn around and go back.

Turner: We aren't moving. (For a few min-
utes .both sides are still.)
Cloud (to troopers): Charge!
Narrator: The troopers charge into the crowd.
They are swinging their clubs and snapping
whips. They are throwing tear gas. Many
marchers are badiy hurt Later, Clark's men
ride their horses through the black districts
of Selma, attacking anyone they find.

Scene Four

Later that evening: in the
King home in Atlanta, GA.

Narrator: The news reports the violence in
Selma. The Kings watch on their TV.
King: I should have been in Alabama.
Corretta: You are a minister Martin. Yqu have
a responsibility to ; W jw^8ifetf ,Vo^
Narrator: King returns to Selma. MorTV^h 1
lence follows. A white minister, who had come
from Boston to join King, is killed.

Scene Five

March 25; at the state capital
In Montgomery.

Narrator: The minister's murder causes a
storm of anger among people across the U.S.
Finally their voices are heard. Lyndon Johnson,
the U.S. President, sends U.S. troops to Ala-
bama to protect the marchers. Now King
speaks before a crowd of 30,000 people-
blacks and whites.

King: They told us we wouldn't get here. Lut
all the world together knows that we are
standing before the forces of power in the
state of Alabama, saying "we won't let any-
body turn us around. ..." Let us continue our
triumph. Let us march on poverty. Let us
march on segregated schools. Let us march
on the ballot boxes. The battle is in our hands.

Think About It

1. What is nonviolent protest? How did it help
Martin Luther King's cause?
2* Why Is it important that all Americans have
—and use— the right to vote?

218

OUTSTANDING AFRO-AMERICANS

Name

Franklin, John Hope
Johnson, Mordecal W.
King, Martin Luther, Jr.
Williams, Daniel Hale
Johnson, John H.
Robinson, Jackie
Hughes, Langston
Douglass, Frederick
Brown, Jinny
Wllllans, Paul R.
Pol tier, Sidney
Pippin, Horace
Anderson, Marian
Belafonte, Harry
Morgan, Garrett A.
Attucks, Crlspus
DePrlest , Oscar
Washington, Booker
Robeson, Paul
Julian, Dr. Percy L.
Randolph, A. Philip
Woods, Granville T.
Ellington, Duke
X, Malcolm
Cull en, Count ee
Drew, Charles Richard
Johnson, James Weldon
Chestnutt, Charles W.
Stokes, Carl B,
Heard, William H.
Dunbar, Paul Lawrence
Marshall, Thurgood
Arms t r ong , Loul s
Bethune, Mary McLeod
Aiirldge, Ira
Walker, Maggie L.
Baldwin, James Arthur
Gibson, Althea
Bunche, Ralph J.
Benson, Matthew A.
DeBols, W.E.B.
Wright, Richard
Lawrence, Jacob
Locke, Alain
Ernst, Ernest E.
Turner, Nat
Lawrence, Robert H.
Waters, Ethel
Wanneker, Benjamin
Dodson, Carter G.

Blrthdate/Place

Scholar

1/2

1915

Scholar

1/11

1890

Freedom Fighter

1/15

1929

Scientist

1/18

1856

Businessman

1/19

1918

Athlete

1/13

1919

Author

2/1

1902

Freedom Fighter

2/14

1817

Athlete

2/17

1936

Inventor

2/18

1896

Actor

2/20

1924

Artist

2/22

1888

Musician

2/27

1908

Musician

3/1

1927

Inventor

3/4

1875

Freedom Fighter

3/5

1770

Statesman

3/9

1871

Educator

4/4

1839

Actor

4/9

1898

Scientist

4/11

1899

Labor Leader

4/15

1889

Inventor

4/12

1856

Musician

4/29

1899

Freedom Fighter

5/19

1925

Poet

5/30

1903

Scientist

6/3

1924

Poet

6/17

1871

Author

6/10

1858

Statesman

6/m

1927

Statesman

6/25

1850

Author

6/27

1872

Statesman

7/2

1908

Musician

7/4

1900

:.a

Scholar

7/10

1875

Actor

7/24

1807

Bus i nesswoman

7/15

1867

Author

8/2

1924

Athlete

8/3

1927

Statesman

8/7

1904

Explorer

8/8

1866

Scholar

8/22

1863

Author

9/4

1908

Artist

9/7

1917

Author & Educator

9/13

1886

Inventor

9/15

1852

Freedom Fighter

10/2

1800

Explorer

10/2

1935

Actress

10/31

1900

Scientist

11/9

1731

Scholar

12/19

1875

Exact Blrthdate Unknown

Abbott, Robert S.
Carver, Geo. Washington
LaSable, Jean Baptlste Point
Estebanlco

Fuller, Meta Vaux Warrick
Handy, w. C.
John, Jack
Louis , Joe
Matzellger, Jan
Motley, Archibald J.
Spauldlng, Charles C.
Tanner, Henry 0.
Truth, Sojourner
Tubman, Harriet
Williams, Bert

Businessman 1870 6A

Inventor 1864 MO

Explorer 1745 Haiti

Explorer 16th Cent. Morocco

Artist 1977 PA

Musician 1873 AL

Athleta 1878 TX

Athlete 1914 AL

Scientist 1852 0. Guiana

Artist 1891 LA

Bus 1 nessman 1874 NC

Artist 1859 PA

Freedom lighter 1797 NY

Freedom Fighter 1820 MD

Actor 1876 Bahamas

Contributed by
Glovanna L. Elsensteln
East Lansdowne Basics
William Penn School District
Yeaden, PA

220

SUBJECT AREA: Social Studies

GRADE : 5

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Dr. Martin Luther King, Jr.'s life, purpose and dreams
for his race used to Instigate the study of Black
History, and the place of the people In American
History.

II. MATERIALS

Encyclopedia-Britannica-Americana
Biographical Encyclopedia - Black Americans
Blo-plctures

Activity Sheet on "What is a Hero" (attached)

III. PROCEDURES

A. Motivational and Initiatory Activities

"What is a Hero?" Use simple definition according
to Webster. "A person admired for his qualities or
achievements." Ask students, "What does it mean to
admire someone?"

B. Developmental Activities

Read Martin Luther King speech. Build vocabulary:
minority; segregation; abolish; *ouse; legal;
justice; abolitionist.

C Culminating/Summarizing Activities

Timeline (of a person or History of Blacks in
America)

"Who Am I" match game of famous personalities.
Points given to each team (shared with others in
school ) .

IV. EVALUATION

A. Procedures used to evaluate students' understanding
Identification of personalities or special dates.

B. Analysis/Reflection by teacher

Students' involvement in finding information and
representing questions of Identity "Who Am I" helps
develop an enthusiastic attitude toward acquiring
and remembering facts about people (also awakens
some social awareness/ in justi ces .

Glovanns L. Elsensteln
E. Lansdown Basics
William Penn School Dist.
Yeaden, PA

221

ERIC

230

What Is A Hero?

Learning ;

A hero Is a person who Is admired for her/his qualities
or achievements.

Teacher Information:

A simple definition for hero according to Webster Is "a
person who Is admired for his qualities or
achievements . "

Procedure :

Ask children:

What does It mean to admire someone?
What qualities do you admire In a friend?
Who is someone you admire?
Why do you admire that person?

What Is there about that person that you admire? (a
quality)

Who Is a man whom you admire? Why?
Who Is a woman whom you admire? Why?
Who Is a child whom you admire? Why?
What are some qualities that you admire in all people?
Who has done something that you admire her/him for? Why
do you admire her/him for that?

Go back now and list the qualities that were given as reasons
for the admiration. Discuss them. (Be sure children
understand the meanings of words.) Conclude that these people
just discussed what could be considered heroes or heroines
because of their qualities or achievements.

Glovanna L. Elsensteln
East Lansdowne Basics
William Perm School District
Yeaden, PA

222

ERLC

SUBJECT AREA: Social Studies

GRADE : 6

Unit Plan

I . DATA

A. Topic: Adjusting to. verbal and physical abuse.

B. Number of lessons: 15

II. GENERAL PURPOSE OF UNIT (GOAL)

To determine methods of reacting to verbal and physical
abuse.

III. SPECIFIC BEHAVIORAL OBJECTIVES

To control behavior when confronted with verbal and
physical abuse.

x . MATERIALS AND RESOURCES

Records , video tapes , cassette tapes , 16mm movie ,
historians

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Reading/Literature

Novel: Life of Dr. King
Classroom books/Library:

Benjamin Banneker. Margaret Goff Clark, Garrand

Publishing Co.: Champaign, IL, 1971.
Blacks In America: 1877-1932, (4 book set)

Florence and J.B. Jackson, Franklin Watts,

Inc.: NY, NY 10022, 1970.
Charles Richard Drew: Pioneer In Blood Research.

Richard Hardwick, Scribner's Sons: NY, NY, 1967,
First Book of American Negroes. Margaret B. Young,

Franklin Watt, Inc.: NY, NY 10022, 1966.
Fredrick Douglass. Merrill Co.: NY, NY, 1970.
George Washington Carver. Peter Towne, Crowell:

NY, NY, 1975.
Harriet Tubman. Frances T. Humpheville, Houghton

Mifflin Co.: Boston, MA, 1967.
Paul Laurence Dunbar : Black Poet Laureate .

Garrard Pub.: Champaign, IL, 1974.
Sojourner Truth. Helen Stone Peterson, Garrard

Pub. Co.: Champaign, IL, 1972.
The Negro Almanac: The Afro American. Harry A.

Ploski and Marr Warren II, Bellwether Co.: NY, NY

10021, 1976.

223

B. Audio-Visuals

Video tape: "Montgomery to Memphis"

C. Speaker s /Panels, etc.

Individuals who were students at time of marches of
protest .

D. Music

Recordings of:

Aretha Franklin - "Wholly Holy"
Stevie Wonder - "Happy Birthday"
Inter faith Choir - "Precious Lord"

E. Art

Troll Book Club Poster

?ost Office Stamp Collecting Poster

F . Puzzles /Games

Shouple - game of leaders in American history who
are/were Black.

G. Community/Outside Groups

Black American Historical Group slide presentation.

H. Combination Projects (Involving two or moie of
above areas)

Historical groups presenting dance ensembles that
interpret Dr. King's life events.

I . Other
EVALUATION

A. Of students

Multiple choice assessment of events in life of
Or. King.

Essay of ideas leaned from King speeches.
Observe behavior of students when presented with
day to day verbal and physical abuses.

Herbert Phoenix, Jr.
Caslmlr Pulaski
Christina School District
Newark , DE

224

SUBJECT AREA: Social Studies/Lang. Arts

GRADE : 6

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Given a dramatic presentation of events In the life of
Martin Luther King, Jr., students will understand
physical ard verbal abuse tolerated by King and early
supporters.

II. MATERIALS
Chairs

Dress of the period and area

III. PROCEDURES

A. Motivational and Initiatory Activities
Introductory statement of why King felt protests
were necessary.

B. Developmental Activities
Role playing

What to do when verbally abused
What to do when physically abused

C. Culminating/Summarizing Activities

Presentation of short play dramatizing events in

the life of Martin Luther King.
Discussion of how each student interpreted role

through direction.

IV. EVALUATION

A. Procedures used to evaluate students 1 tenders tanding
Sketches of scenes presented in drama. Written
expression of feelings when events were presented.

B. Analysis/Reflection by teacher

Determination of learned behavior and how best to
apply same to future experiences.

Herbert Phcenix, Jr.
Caslmlr Pulaski
Christina School District
Newark, DE

225

SUBJECT AREA: Reading GRADE: 6

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Recognize cause-effect relationships

II. MATERIALS

Beacons, Houghton Mifflin Co. Reading Program, "Drum
Major for Justice" , pp . 491-504 by Harriet A .
Robinson.

"Harriet Tubman: Conductor on the Underground Railroad.
They Called Her Moses." by Ann Petry, pp. 401-416.

III. PROCEDURES

A. Motivational and Initiatory Activities
Show poster of famous black men and women.
Discuss what a drum major is and does.

B. Developmental Activities

Define glossary words, p. 419, of book. .discuss .
Read story orally.
Discuss story (p. 379).

C. Culminating/Summarizing Activities
Beacons text.

Introduce Harriet Tubman story.
Read and discuss.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Discussion

B. Analysis/Reflection by teacher

Mrs. Sally M. Muro
Miller Avenue Intermediate
Clalrton School District
Clairton, PA

SUBJECT AREA: Social Studies

GRADE: 6

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The student will learn about the life of Martin Luther
King and his achievements by reading about him and
through discussion.

II. MATERIALS

Teacher of Peace: The Story of Dr. Martin Luther King,

(Burgsr King Booklet)
Teacher aade tests
Teacher m^de word-search puzzle

III. PROCEDURES

A. Motivational and Initiatory Activities

Have the stude: ts complete a brief pretest on
Martin Luther King's life.

B. Developmental Activities

Discuss with the students the Information that

they already know about Martin Luther King.
Read the st^ry "Teacher of Peace: The Story of Dr.

Martin To her King".
Discus? s tne story with the children, pointing out

Dr. King's methods for achieving equality for all

people and what his dream was.

C. Culminating/Summarizing Activities

Have the students complete a word search puzzle
finding words associated with Dr. King.

Havi them Illustrate and color a picture of Dr.
King and his dream.

IV. EVALUA^UU

A. Procedures used to evaluate students 1 understanding
Have the students complete a post-test on Dr. King.

Tim Kamauf
Duquesne Elementary
Duquesne School District
Duquesne, PA

227

SUBJECT AREA: Social Studies/ L A.

GRADE : 6

Lesson Plan

I . BEHAVIORAL OBJECTIVES

Learners will develop ability to identify and understand
Dr . Martin Luther King, Jr's. belief that developing
character within young people must be a key in their
education.

II. MATERIALS

Quotation about importance of character as part of
education. Writing paper, ink pens.

III. PROCEDURES

A. Motivational and Initiatory Activities

Say this to students, "Everyone should be aware the
January 15th is the birthday of Dr. Martin Luther
King, Jr. Is this an important day, yes or no?"

Student Response.

"In what way is it important; what are some of the
things you know about Dr. King?"

Student Response.

Say this to students if they have not answered that
Dr. King thought education to be important. "Do
any of you know whether or not Dr. King thought
that education is important? If one of the
responses above is about Dr . King thinking
education to be important , say this 11 Is there
anything special about education or school that Dr.
King thought to be especially important?"

Student Response.

Say this to students, "All of your responses tell
me — and you have talked to each other just now,
also — that there is a strong awareness of Dr .
Martin Luther King, Jr. That, indeed he believed
conduct , behavior — CHARACTER — to be important .
(Say this to students if there has been no mention
of "CHARACTER", conduct, behavior or something that
comes close to this trait. "Dr. King certainly
believed and spoke about how important education
is, but he believed too, that education should be

> 4

connected with developing a person's CHARACTER.
That is that during a person's schooling, the kind
of person that comes through at the end of an
education Is important.")

Say this to students, "I need to see If you agree
with Dr. Martin Luther King, Jr.'s Idea about the
Importance of a person 1 s conduct , behavior — a
person's CHARACTER— as being a part of what
education should be. In completing this task you
will be showing your agreement or disagreement with
this Idea and also, you will be showing how you are
progressing In your education. How are your skills
of listening, thinking, spelling, and writing?
And. . .how are you developing good conduct, good
behavior, good CHARACTER.

I am going to read you a small part of what Dr.
King believed about education, how Important it is
and how and why he believed CHARACTER was so
important. " "The function of education. . .is to
teach one to think Intensively (completely) and to
think critically (with some judgment). But
education which stops with efficiency (ability) may
prove the greatest menace (danger) to society. The
most dangerous criminal may be the man gifted with
reason, but with no morals (honesty ).. .We must
remember that 1~ celllgence is not enough.
Intelligence plus CHARACTER— this Is the goal of
true education." This should be written on the
chalkboard, covered, and then displayed at the time
you read it.

B. Developmental Activities

Students will write a paragraph explaining thinking
about Dr. King's Insistence upon character being a
component of education. In this paragraph they
will cite an example of how their character has
aided them or an example of how a "good" character
can aid a person. Students should be informed that
their work will be judged based upon writing skills
and for content.

C Culminating/Summarizing Activities

Students will pass their papers to the teacher when
they are completed. Students will be reminded of
what they have listened to, the importance of it —
character — to their education. That, too, they
should strive to accompany their education with
development of character.

229

EVALUATION

A. Procedures used to evaluate students' understanding
As mentioned above, separate criteria for writing
skills and for content are employed, when the
paragraphs are graded . Those paragraphs that are
done well will be read and comments from the class
accepted.

B. Analysis/Reflection by teacher

This lesson, used first In 85/86 school year
combined learning, skill development, and modeling
for the students, both In listening to Dr. King's
words and on the part of the teacher- It could, of
course, be upgraded for other Middle or High School
grades .

William A. Morocco
Farrell Area Elementary
Parrel 1 Area School District
Farrell, PA

ERIC

2 n

230

SUBJECT AREA: Social Studies

GRADE : 6

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To research and study life and contributions of Martin

Luther King, Jr.
To debate certain Issues : i.e., civil rights , women 1 s

rights, etc.

II. MATERIALS

Reference materials from library.

Films o»i George Washington Carver, Martin Luther King,
etc.

III. PROCEDURES

A. Motivational and Initiatory Activities

Use film on George Washington Carver, Martin Luther
King and other historic films.

B. Developmental Activities

Discussion after viewing film relating to
attitudes and feelings of different groups
portrayed. Especially discuss political
situation during certain points In Martin Luther
King's life.

Children can use references to report on different
stages In martin Luther King's life and how they
related to situations In U.S. and World.

Debate and discussion about the need for
reinforcing "rights Issues".

C. Culminating/Summarizing Activities

Use pictures, diagrams, floats, etc. to make
presentations to class pertaining to Martin
Luther King's life and contributions to human
rights and world peace.

Use debate to understand the issues of human and
civil rights, etc.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Pupils should be able to make a clear and well
organized presentation to class.
Pupils will be evaluated by their discussion.

Tybltha Burney
Gateway Upper Elementary
Gateway School District
Monroevllle, PA

231

ERJC

210

SUBJECT AREA: Reading/L.A.

GRADE : 6

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To read and write about Martin L. King, Jr.

II. MATERIALS

Martin Luther King, Jr.: His Life and Dream, Glnn * Co.

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Follow guide to enable students to read and write
about Martin Luther King, Jr.

C. Culminating/Summarizing Activities

Follow up discussions about Martin and other black
leaders and their significance in history.

IV. EVALUATION

A. Procedures used to evaluate students' understanding
Discussions , readings , comprehension questions
Included with guide.

B. Analysis/Reflection by teacher

Tybitha Burney
Gateway Upper Elementary
Gateway School District
Monr oevi lie, PA

232

SUBJECT AREA: All

GRADE: 6

Unit Plan

I . DATA

A. Topic: African Heritage

B . Number of lessons : 5 ( each academic area , can
Include foreign language)

II. GENERAL PURPOSE OF UNIT (GOAL)

To help students understand ouv country is made up of
many different colors of people.

III. SPECIFIC BEHAVIORAL OBJECTIVES

To promote a sense of appreciation for the various

cultures that are a part of America.
To develop an awareness of the contributions made to our

heritage by various individuals from other cultures.

IV. MATERIALS AND RESOURCES
Learning Activity Packet

Combining Social Studies, Language, Math, Science and
Reading activities focusing on Black American History

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Literature

Prose from Black writers

B . Audio-Visuals

Artifacts from A f r 1 c as t r 1 ke s overhead
t ranspar enc 1 es

C. Speakers/Panels, etc.

Dr. Ralph Proctor - Anthropologist/Historian
Dr. Vernell Lily - Professor of Black Studies,
University of Pittsburgh, Psycho-Drama

D. Music

E. Art

"Black Alerts Program", Klngsley Assoc., Black
Artists/Dancers

F . Pu*. les/ Games
Word searches

"Harper's Ferry", John Brown/Play

233 . ^

G. Community/Outside Groups

H. Combination Projects (Involving two or more of
above areas)

Our sixth grade program is a combination of areas
which evolves over a 2/3 day period.

I . Other
EVALUATION

A. Of students

Students have really appeared to enjoy the LAP and
particularly our speakers.

B. By teacher

The entire team has enjoyed the planning and
implementation of the activity.

Ms . Murphy

Allegheny Middle School
Pittsburgh Public Schools
Pittsburgh, PA

234

SECONDARY LESSONS AND UNITS

SUBJECT AREA: Library

GRADE: 6-8

Unit Plan

I . DATA

A. Topic - Martin Luther King, Jr.

B. Number of lessons - as needed

II. GENERAL PURPOSE OF UNIT (GOAL)

To make students more aware of the life and
contributions of Dr. Martin Luther Xing*

III. SPECIFIC BEHAVIORAL OBJECTIVES

IV. MATERIALS AND RESOURCES

My Life with Martin Luther King, Jr., Coretta Scott King
Martin Luther King, Jr.: A Man to Remember, Patricia
McKlssack

"Laurels for Laureates Media Skills Puzzlers , Ruth

Toor and Hilda K. Welsburg
"Test Your Knowledge of King," Tom Fragicetto

( Philadelphia Dally News). Reprinted with permission

of author (See Appendix A.)

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Literature

In con junctic • with the seventh grade reading
program, book talks are given on books by Coretta
Scott King and Patricia McKlssack.

B . Puzzles /Games

Seventh grade reading classes complete "Laurels for
Laureates", a research puzzle from Media Skills
Puzzlers. The Library also runs a trivia contest
using Test Your Knowledge of King, in which all
students may participate.

C . Other

Books the library has on Dr. King are put on
display . A poster Is prominently displayed along
with excerpts of his "I Have a Dream" speech.

Deborah Thomas
Gateway Junior High School
Gateway School District
Pittsburgh, PA

235

SUBJECT AREA: Drama

GRADE: 6-8

Dnlt Plan

I . DATA

A. Topic: Race Relations, Past & Present

B. Number of lessons - Ten

II. GENERAL PURPOSE OF UNIT (GOAL)

To Involve students in a drama (e.g., play) depicting
how the past has influenced the present in regard to
race relations.

III. SPEQIFIC BEHAVIORAL OBJECTIVES
To have students:

Incorporate research information in an original play
script

Perform a play for an audience of students and adults,
Increase student awareness of the importance of peace,

the struggle for freedom, and the significance of race

relations In the past and present.

IV. MATERIALS AND RESOURCES

Original script based on materials researched by the
students, accompanied by slides, masks and music.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Reading/Literature

Readings of Dr. Martin Luther King's highly
regarded speeches, in particular "I Have A Dream,"
will be discussed in literature classes, and the
after school Drama Club will concentrate its
efforts on rehearsing for the play celebrating his
birthday.

B . Audio-Visual

Audio/visual materials needed for the production
are the reel-to-reel and the slide projector.

C. Speakers /Panels, etc.

A local playwright and actress will serve as a
consultant for the project.

D. Music

The school orchestra and chorus will perform
throughout the production.

236

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2^6

E. Art

Marks and posters will be created by the art dept.

F . Puzzles/Games

Deep breathing exercises and role-playing games
will be utilized as warm-up techniques for the
actors.

G. Community/Outside Groups

Coordinator of Theatre Education for the Pittsburgh
Public Schools, will serve as a resource person.

H. Combination Projects

An interdisciplinary approach (art, music, reading,
language arts, social studies) will provide
students with insight and substance on the various
achievements and career of Dr. Martin Luther King,
ji .

I . Other
EVALUATION

A. Of students

Audience approval of the play will be determined by
a survey taken by the Drama Club using a grading
scale of 1 to 5: 1-poor, 2-below average, 3-
average, 4-above average, 5-excellent.

B. By teacher

Teacher-directed discussion groups and teacher-made
evaluations in conjunction with a survey will
determine if the objectives have been achieved.

E . A . Reed
Joanne Medved

Frick International Studies

Academy
Pittsburgh Public Schools
Pittsburgh, PA

237

217

SUBJECT AREA: Drama

GRADE: 6-8

Lesson Plan
(2-4 class periods)

I. BEHAVIORAL OBJECTIVES

To have students: (1) explore the cultural, political
and social aspects of society, (2) enhance their
analytical thinking skills by researc ng and performing
a play.

II. MATERIALS

Three large tables and tablecloths are needed for the
banquet table, eighteen chairs for the speakers , a
candelabra, candles, scroll and feather pen,

III. PROCEDURES

A. Motivation and Initiatory Activities

The stu<> j will role play the parts of famous
people.

B. Developmental Activities

Students will research background information on

designated famous people.
Students will practice oral readings of assigned

parts using proper voice tones and inflections

for stage presentations.
Students will participate In stage settings of

scenes and practice their non-verbal movements.

C. Culminating/Summarizing Activities

Students will rehearse and perform a final run-
through of their roles with use of stage
directions. Because parent and community groups
will be Invited, performing the play will enhance
school /community relations . Depending on the
time schedule either of the two could be
developed:

Each subject area ( reading , language arts ,
social studies ) will culminate in a group
effort to develop a video tape of the play in
a dramatic, documentary or talk show format.
. Each suoject area will grade the specified
activities for that particular subject.

238

24c

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EVALUATION

A. Procedures used to evaluate students 1 understanding
Students will participate In classroom follow-up

discussions of the performance.
Students will write an original composition based

on one aspect depicted In the play.
Students will complete an evaluation form

consisting of questions related to the play: (a)

information gathered, (b) enjoyment in performing

and (c) oral Interpretation skills.

B. Analysis/Reflection by teacher

Compos 1 1 1 on wi 1 1 be graded based on content and
structure.

Teacher assessment of classroom disci: .sion.
Teachers will complete a similar evaluation form

based on the criteria of student achievement

level.

E. A. Reed
Joanne Medved

Fric^ International Studies

Acauemy
Pittsburgh Public Schools
Pittsburgh, PA

239

SUBJECT AREA: Social Studies

GRADE : 7

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Students will explain Nobel prize and King's feelings
when he received it in 1964. Students will summarize
Dr. King's "I Have a Dream" speech.

II. MATERIALS

Time Was. . . text , pp. 88-98. (Scott Foresman) ;

Workbook, pp. 5, 29-34.
"Laurels for Laureates" , Media Skills Puzzlers , Ruth

Toor and Hilda K. Weisburg.
Coretta King's remarks at Presidential signing of M. L.

King Day legislation. {See Appendix A.)
Time line. (See Appendix A.)
Resource list. (See Appendix A)

Martin Luther King: The Man and the American Ideal.

{ See Appendix A. )
Martin Luther King, Jr.: A Lifelong Commitment". (See

Appendix A. )

III. PROCEDURES

A. Motivational and Initiatory Activities

Using text, pictures, discuss background knowledge.

B. Developmental Activities

Vocabulary preview - pp. 29 and 31 of workbook.
Autobiography study - p. 32 of workbook.
Library research - p. 33 of workbook and "Laureate"
search

Paraphrasing of Coretta King's remarks,

C. Culminating/Summarizing Activities
Chart of feelings about three events.
Reports on M. L. Kings life.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Paragraphs describing events.
Responses to p. 98 questions.

J. Metz
A • Carney
M. Matthews

Gateway Jr. High School
Gateway School District
Monroeville , PA

240

SUBJECT AREA : Social Studies GRADE: 7

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To develop understanding of goals of Martin Luther King,
Jr. through reading selection, activity sheet, and
discussion.

II. MATERIALS

Junior Scholastic Magazine , January 10, 1986, "He Had a

Drear", pp. 2-4 (See Appendix A)
Activity sheet "Why We Honor Martin Luther King, Jr."

III. PROCEDURES

Discuss students 1 knowledge of MLK ' s lif e , goals ,
dreams .

Read selected article and discuss.
Complete activity sheet.

IV. EVALUATION

Students 1 oral and written responses.

L. Mlelnlckl
Allegheny Middle School
Pittsburgh School District
Pittsburgh, PA

SUBJECT AREA: Social Studies

GRADE: 7/8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The student will recognize the Influence that slavery in
America had on her growth/development. The student will
formulate reasons to explain the failure of the
Institution of slavery.

II. MATERIALS

Film: Slavery and Slave Resistance , Coronet, 1969.

III. PROCEDURES

A. Motivational and Initiatory Activities

Show film. Pauses may be necessary. Distribute
quotations taken from film.

B. Developmental Activities

Discuss film
Take notes

Enumerate various points

C. Culminating/Summarizing Activities

Use quotations as essay topics

Develop essay - student /teacher together

Read finished product

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Evaluate ess?y

Post/display some essays

B. Analysis/Reflection by teacher

See if essays help achieve behavioral objectives

Donnell Bowie
Raub Middle School
Allentown School District
Allen town, PA

242 2\ *

ERLC

Film: Slavery and Slave Resistance

1. The African was a stranger to a strange land.

2. There was a language problem on slave ships to America.

3. How would you feel If you were turned from a human being
Into a beast of the field?

4. Traders called Africans Black Gold. Why?

5. We cannot escape the sounds of history. White, black,
red, yellow > and brown cannot hide the past, not 1/ one
wants to understand the present.

6. Language was a form of resistance that the Master could
not understand, Lord Remember Me .

7. Dreams of happy slaves were to be free.

8. Legal resistance were placed upon the slave.

9. The cotton gin and the Louisiana Territory added to the
Institution of slavery.

10. What does kindness matter If a man could not call his
soul his own.

11. The story of slavery In America Is the story of dreadful
oppression and heroic resistance to that oppression.
The story of slavery started when ships left Africa and
It cannot end until its scars are removed.

12. The fundamental and everlasting objection of slavery is
not that It sinks a Black to the condition of a brute,
but It sinks a man to that condition.

Donne 11 Bowie
Raub Middle School
Allentown School District
Al lent own, PA

SUBJECT AREA: Social Studios

GRADE: 7/8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Through discussion, the student will be able to analyze
human attitudes and their impact on society.

II. MATERIALS

Elder, Carl A. Making Value Judgments: Decisions for
Today, Charles E . Merrill Publishing Co., 1972, pp.
112-122.

III. PROCEDURES

A. Motivational and Initiatory Activities
Distribute copies of questions on next page. Give
time to read and develop thoughts.

B. Developmental Activities
Design chart of responses:

One for students
One for relatives/community
Discuss responses, chart them

C. Culminating/Summarizing Activities
Draw conclusions of total responses
How conclusions will affect society

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding

Design cartoons/posters to advocate - for /against
prejudice .

With further research, debate on certain questions

B. Analysis/Reflection by teacher

Watch for individual reactions
Listen attentively to responses
Be objective

Donne 11 Bowie
Raub Middle School
Allentown School District
Al lent own, PA

ERIC

244

Of ,

QUESTIONS

1. Would I vote for the best qualified person regardless of
race or religion?

2. Would I be willing to let a poor student take a leading
part In student government If he or she met the
qualifications?

3. If I had a business would I hire people who were
qualified, regardless of their sex or race?

4. Would I give a person who has been In prison a job?

5. Do my friends Include people of other races?

6 . Would I be pleased If a f ami ly of another race moved
next door to me?

7. Do you belong to clubs? Do they Include people from
another race?

8. Women should/should not be given the same
responsibilities as men because...

9. I do/do not think minority groups should be given
special opportunities because...

10. I would/would not date a person of a different religion
because . . .

11. Do you think there will ever be a time when there will
no longer be job, sex, or race discrimination in the
U.S.? Why or why not?

Donne 11 Bowie
Raub Middle School
Allentown School District
Allentown, PA

245

ERIC

SUBJECT AREA: Social Studies/English GRADE : 7/8

Lesson Plan

I. BEHAVIORAL OBJECTIVES:

The student will develop hypotheses on race relations in
the U.S.

II. MATERIALS:

"Fact and Opinion" Worksheet (See next page)

III. PROCEDURES:

A. Motivational and Initiatory Activities:
Understanding of prejudice, discrimination
terminology. Aslc for first impressions when hear
racial terms. Discuss.

B. Developmental Activities:
Chart students responses
Chart relatives 1 responses

Subdivide into topics for further research,
example, research government of South Africa,
causes of riots.

C. Culminating/Summarizing Activities:
Show films on riots

Enumerate reasons for
Develop theories of solutions

IV. EVALUATION

A. Proceduies used to evaluate students 1 understanding
Understanding or personal feelings could be
expressed in a poem, essay, dramatization.

Donnell Bowie
Raub Middle School
Allentown School District
Allentown, PA

Fact and Opinion Worksheet

This discussion exercise is designed to promote
experimentation with one's ability to distinguish between fact
and opinion. It is a fact , for example, that the United
States was militarily involved in the Vietnam War. But to say
this involvement served the interests of world peace is an
opinion or conclusion. Future historians will agree that
American soldiers fought in Vietnam, but their interpretations
about the causes and consequences of the war will probably
vary greatly.

Some of the following statements are taken from reading number
five and some have other origins . Consider each statement
carefully. Mark (I) for any statement yuu feel is an opinion
or interpretation of the facts. Mark (F) for any statement
you believe is fact. We will discuss and compare your
judgments with those of other class members.

1* Most black people in America suffer from

racial discrimination.

2. Any black man who is advocating a

perpetuation of capitalism is seeking his
ultimate destruction and death.

3. Many black power militants are
unpatriotic .

*. The U.S. is basically a segregated

society .

5. The U.S. is a racist society.

6. Black people have suffered the most from

racism and exploitation in America.

7 . White people have better schools in the

U.S. than black people.

8. White people are generally more

intelligent than black people.

9. Black people have more athletic ability

than white people.

10. Race riots occur primarily in cities and

urban centers.

11* Black people are the biggest single cause

of race riots.

( ) 12. Whit<» people are more responsible for

causing race riots than black people.

( ) 13. The U.S. carries on trade relations with

the white-dominated government of South
Africa. /

( ) 14 . Black people must l^ad a revolution In

America that will destroy capitalism and
create a socialist society.

( ) 15. Black people deserve a $500 million

damage suit from the American Christian-
Jewish commual ty for centuries of
injustice they have suffered In the U.S.

Donnell Bowie
Raub Middle School
Allentown School District
Allentown, PA

ERIC

248 0r

SUBJECT AREA: Art

GRADE: 7-8

Unit Plan

I . DATA

A. Topic: American Leaders

B. Number of lessons: as required

II. GENERAL PURPOSE OF UNIT (GOAL)

To design a large mural/montage depicting American
leaders (to display In school /communi ty ) .

III. SPECIFIC BEHAVIORAL OBJECTIVES
Students will research their subject.

Students will work together in creating a large scale
montage.

IV. MATERIALS AND RESOURCES
Photographs of subject.

Baw negatives of above (you reshot originals)
Orthographic positives (made from negatives, step B)
Slide projectors.

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Literature

B . Audio- Visuals
Student produced slides

C . Speakers/Panels , etc .

D. Music

E. Art

Mural made from above.

F . Puzzles/Games

G. Communi ty/Outslde Groups

Set up or arrange display locations.

John A. Sabol Jr.

East Allegheny High

East Allegheny School Dist.

N. Versailles, PA

SUBJECT AREA: Art

GRADE: 7-8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Students will reproduce life-like images of famous
Americans (Martin Luther King) .

II. MATERIALS

Black and white negatives

Ortho film positives of above

18 x 24 paper or Illustration board

III. PROCEDURES

A. Motivational and Initiatory Activities
Examples and discussion/slides.

B. Developmental Activities

Gather as many resource materials as possible from
library.

All photographs (color and black and white) will be

reshot on black and white film by students.
Ortho transparent slides will be made from above.

C. Culminating/Summarizing Activities

Students will project Images selected onto large
white surface (18 x 24 paper or boari) •

Dark values areas will be outlined and filled in
using black marker ( pointicism) , pencil, ink,
etc.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Observation.

B. Analysis/Reflection by teacher

Some knowledge of photography is required for this
project. (An in-house Graphic Arts Dept. is very
helpful . )

This project/process can be adapted to various

subjects (self portraits, etc.)
The finished projects are very dynamic.

John A. Sabol , Jr .

East Allegheny High

East Allegheny School Dist.

N. Versailles, PA

250

2C0

ERIC

SUBJECT AREA: Social Studies

GRADE; 7-8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To develop the ideas of a better world.
To understand the significance of one man's work for
mankind.

To acknowledge the implications of Peace.

II. MATERIALS

Information on Martin Luther King as a Twentieth Centura
fighter.

III. PROCEDURES

A- Motivational and Initiatory Activities
Discuss Peace.

B. Developmental Activities

Brief profile on Martin Luther King as a 20th

Century fighter.
Discuss another world event at this same period.
Impact of Martin Luther King's ideas on the world.
Discuss the Nobel Peace Prize.
Black Coalition speaker
Peace Groups

Art project using a dream to interject

peace/ justice
Speakers
Bulletin Board

Who Am I? - Acting ability/convince the class using
all information available. (Use props.)

C. CtlminaMng/Sommarizing Activities
Oraa presentation of King.

Discuss impact of King 1 s Leas in relationship to
world events

Summarize othe* Nobel Peace Prize winners and Dr.
King's views,.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Question/Answer Series

B. Analysis/Reflection by teacher
Cognitive concepts analysis

Donna Trust

Sterrett Classical Academy
Pittsburgh Public School Dist.
Pittsburgh, PA

251

SUBJECT AREA: Social Studies

GRADE: 8

Lesson Plan
(2-3 Class periods)

I. BEHAVIORAL OBJECTIVES

The student at the end of the lessons should recognize
the many achievements and accomplishments of Dr. King.

Students will appreciate the efforts of Dr. King to
Improve racial equality in our country.

II. MATERIALS

Text: Martin L. King, Jr.: His Life and Dream
Additional appropriate reference materials from own
libra y.

Films: "From Montgomery to Memphis 11
"Man of Peace"

III. K..w*DURES

A. Motivational and Initiatory Activities
Initially ask student? to question parents about
Dr. King (time period 1950-68). Have students
define Individually { equal rights , segregation,
civil rignts) and draw conclusions from class
survey .

B. Developmental Activities

Examine text (various sections of childhood,
schooling and later accomplishments)

Define related vocabulary and issues:

segregation, racial equality, civil rights, Selma

C. Culminating/Summarizing Activities

Viewing and discuss films.

V. EVALUATION

A. Procedures used to evaluate students' understanding
Comparison discussion about initial thoughts and
later conclusions about Dr. King's life and place
in American history.

Stuart P. Arasim
Talley Junior High School
Brandywine School District
Wilmington, DE

252 2$ 2

SUBJECT AREA: English GRADE: 8

Unit Plan

I . DATA

A . Topi c : Cour age

B. Number of lessons: as needed to extend goal.

II. GENERAL PURPOSE OF UNIT (GOAL)

Relating concept of courage to Martin Luther King

III. SPECIFIC BEHAVIORAL OBJECTIVES
See lesson plans

IV. MATERIALS AND RESOURCES
See lesson plans

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Li tera tur e

Martin Luther King, Jr: His Life and Dream
Ebony Magazine

B. Audio-Visuals

Pictures

Mrs. Mildred Corpening
Harbor Junior High
Brandywine School District
Wilmington, OE

253 2$3

SUBJECT AREA: English

GRADE : 8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The student will be able to make comparisons, to see
differences and similarities, and to relate the various
concepts of courage.

II. MATERIALS

Essays, magazines, p ctures, dictionaries
Martin Luther King, Jr.: His Life and Dream

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Discuss how this quotation applied to Martin Luther
King: "Courage is the strength of character that
makes a person carry out his duty, no matter how
hard It may be,"

React and discuss materials above.

C. Culminating/Summarizing Activities
Discussions, worksheets, writing activity

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding

B. Analysis/Reflection by teacher

This was a part of a broader unit on courage.

Mrs. Mildred Corpening
Harbor Jr. High
Brandywine School District
Wilmington, DE

26l

254

ERIC

SUB SCT AREA: Social Studies

GRADE:

Lesson Plan

II.

III.

IV.

BEHAVIORAL OBJECTIVES

To outline the humanistic goals and objectives as
imparted by Dr. King throughout his exemplary life.

MATERIALS

Paperback: Martin L. King Jr.: His Life and Dream.
Reference materials available in our library, et al .
Films: "From Montgomery to Memphis"

PROCEDURES

A. Motivational and Initiatory Activities

Suggest that students seek background material to
aid in the discussion.

B. Developmental Activities

Reading various sections of the paperback.

C. Culminating/Summarizing Activities

View films.

Question and answer session.
EVALUATION

A. Procedures used to evaluate students' understanding
Oral review.

Francis R. McNamee
Talley Junior High School
Brandywine School District
Wilmington, DE

265

255

ERIC

SUBJECT AREA: Social Studies

GRADE : 8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To develop an understanding of the many accomplishments
of an outstanding American.

II. MATERIALS

Books - see list.

Reference materials. Atlas, encyclopedias, almanacs
Films - see list.

III. PROCEDURES

A. Motivational and Initiatory Activities

Students find reasons that led Dr. King to devote
his life to seeking freedom for all mankind.

B. Developmental Activities

Read books and write about educational background
and early childhood of Martin Luther King.

C. Culminating/Summarizing Activities
View films; discuss.

IV. EVALUATION

A. Procedures used to evaluate students' understanding

Classroom discussions .

Calvin J. Robol
Talley Junior High
Brandywine School District
Wilmington, DE

256 26C

BIBLIOGRAPHY ON MARTIN LUTHER KING, JR.

Adams, Russell. Great Negroes Past and Present. Afro-Am, 3rd

rev, ed., 1969.
Adoff, Arnold. Black on Black. Macmillan, 1968.
Bowen, David. The Struggle Within. W. W. Norton, 1965.
Paber, Doris. The Assassination of Martin Luther King, Jr.

Watts, 1978.

Paber, Harold and Doris. American Heroes of the 20th Century.

Random House, 1967.
Poner, Eric. America's Black Past. Harper Row, 1970.
Goldston, Robert. The Negro Revolution. Macmillan, 1968.
Harris, Jacqueline. Mrrtln Luther King, Jr. Franklin Watts,

1983.

Harris, Janet and Hobson, Julius. Black Pride. McGraw Hill,
1969.

Haskins, James. The Life and Death of Martin Luther King, Jr.
Lothrop, 1977.

King, Coretta Scott. Words of Martin Luther King, Jr.,
selected by Coretta Scott King. Newmarket Press, 1983.

King, John T. and Marcet H. Famous Black Americans. Steck
Vaughn, 1975.

Lewis, David. King: A Critical Biography. Praeger, 1970.
McKlssack, Patricia. Martin Luther King, Jr., A Man to

kesmber. Chlldrens Press, 1984.
Meyer, Edith P. In Search of Peace: The Winners cf the Nobel

Peace Prize 1901-1975. Abingdon, 1978.
Preston, Edward. Martin Luther King: Fighter for Freedom.

Doubleday , 1968.

Films

"Martin Luther King - From Montgomery to Memphis".
"Martin Luther King, Jr. - Man of Peace".
"Martin Luther King, Jr. - The Assassin Years".

Calvin J. Robol
Talley Jr. High
Brandywine School District
Wilmington, DE

SUBJECT AREA: Social Studies

GRADE : 8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Students will show understanding that Or. Martin Luther
King lived during a time when blacks were treated
miserably and the basic education they were entitled to
under the Constitution was In jeopardy.

I . MATERIALS

Textbook: Civics for Americans, Scott, 1980 Edition

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Discuss Brown vs Board of Education and its impact
on the right to vote for black Americans especially
in the south . Stress separate but equal as
unconstitutional .

C. Culminating/Summarizing Activities

Bring In Martin Luther King's role in all of the
above and tie It together.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding

Evaluate answers to questions ; general discussion
and questions and answer responses.

Thomas V. Aba 1 do
Ashland Middle School
Southeast Delco School District
Foxcrof t , PA

268

258

ERIC

SUBJECT AREA: Social Studies

GRADE : 8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Students wl 1 1 demonstrate a working knowledge of the
life of Martin Luther King and an understanding that one
person can make a difference.

II . MATERIALS

An outline of King's life

Films: "Martin Luther King - From Montgomery to
Memphis"

"Martin Luther King, Jr. - Man of Peace"
"Martin Luther King, Jr. - The Assassin Years"
Audio: "I Have a Dream" Speech

III. PROCEDURES

A. Motivational and Initiatory Activities
Discussion of important people in the students'
lives.

B. Developmental Activities
Brainstorming

Films

Discussion
Short Essay

C. Culminating/Summarizing Activities
Class summary

Teacher summary

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Open discussion

Harry C. Bradley

Ashla - Middle School

Southi 3t Delco School District

Foxcrort , PA

269

259

SUBJECT AREA: Health

GRADE : 3

Unit Plan

I . DATA

A. Topic - Contributions of all races rnd

nationalities to field* of health, medicine,
science, etc.

B . Number of lessons - 5-10

II. GENERAL PURPOSE (GOAL)

To promote racial and ethnic understanding through
appreciation of varied contributions to American life.

III. SPECIFIC BEHAVIORAL OBJECTIVES

Children will understand that our country is made up of
many different races and nationalities of people.

Children will understand that the contributions of
these people to the fields of health, medicine ,
science, etc. has made the U.S. a better, healthier,
and stronger country in which to live.

IV. MATERIALS AND RESOURCES
Newspaper articles

Textbooks in Health, History, Science, and

supplemental books in library
Art project materials
Old magazines

List of famous Americas in above fields (see suggested
list)

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

VI. EVALUATION

Grades for reports
Completed collage

Patrick K. McHenry

Valley Middle School

New Kensington-Arnold School

District
New Kensington, PA

260

270

A sample listing of many famous Americans who have made
an important "contribution" in the fields of Health, Medicine,
Science, etc.

Dr. Martin Luther King - Leader, educator, Civil Rights
Booker T. Washington - Leader and educator
Florence Sabln - Public health
Jane Addams - "Hull House"

Wanda Farr - Scientist, cellulose in plants

Albert Sabln - Polio vaccine

Jonas Salk - Polio vaccine

Harriet Tubman - Conductor "Underground RR"

Rachel Carson - Environmentalist

Cyrus McCormick - Inventor, reaper

Elihaj McCoy - Inventor

Clara Barton - Founder Red Cross

Frederick Douglas - Abolitionist

Jesse Owens - Athlete

Helen Keller - Social health

Florence Nightingale - Nursing

Susan B. Anthony - Women's rights

Patrick K. McHenry

Valley Middle School

New Kensington-Arnold School

Dist.
New Kensington, PA

261

y& 27i

SUBJECT AREA: Health

Lesson Plan

GRADE : 8

I. BEHAVIORAL OBJECTIVES
(See Unit Plan)

II. MATERIALS

(See Unit Plan)

III. PROCEDURES

A . Motivational /Initiatory

Each student Is given a famous American's name as a
research report topic and Informed that It will be
used on the bulletin board if graded "A" for
thorough research.

B • Developmental

Students collect pictures cut from old magazines ,
showing famous Americans. After they have a large
collection, students draw an outline of the U.S.
(approximately 3x6 foot) on colored construction
paper, pieced together and cut out. On the
silhouette, students place all magazine pictures in
the art form of a collage. The silhouette is then
edged with top-graded research reports.

C . Culminating/Summarizing

Reports graded "A" are used for the bulletin board.
A snapshot is taken of the completed poster which
is placed in a highly visible spot in the school.

IV. EVALUATION
(See Unit Plan)

Through the medium of the art form of collage, the
students can tangibly make a beautiful and colorful
America with all the people in close harmony. Students
can see through their research, the contributions of
these famous Americans of many races and nationalities.

Patrick K. McSenry

Valley Middle School

New Kens ington-Arno Id Schoo 1

District
New Kensington, PA

262

272

SUBJECT AREA: English/L.A.

GRADE : 8

Lesson Plan

I. BEHAVIORAL OBJECTIVES

The students will construct a biographical brochure
entitled, "Outstanding Black Lea lers from Yesterday and
Today." The students will write a three page summary of
this Black American and design a cover for the brochure.

II. MATERIALS

Construction paper, composition paper, art supplies ,
encyclopedias, biographies of various black leaders.
Journal of Outstanding Blacks In the U.S.

III. PROCEDURES

A. Motivational and Initiatory Activities

Show students a variety of brochures ranging from
advertisements to the Sunday newspaper supplements.

B. Developmental Activities

Have the students make a list of Black Americans

that they are familiar with.
Have students list the names of Black Americans who

have Influenced our lives.
Have the students make a list of Black Americans

they would want to learn more about.
Let each student choose the Black American he/she

will research.
Urban League and NAACP representatives could speak

to the class to alert students to local Black

leaders.

C Culminating/Summarizing Activities

Each student will give an oral report on his/her

brochure. The oral report can be video-taped.
Brochures will be displayed in the classroom.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Student's delivery of the oral report.
Completed brochure

273

263

Analysis/Reflection by teacher

This activity Is designed fcr Middle School,
seventh or eighth graders . 1 1 bul Ids research
skills as well as skills in oral communication. It
allows the students to be creative and artistic.

Linda R. Bryant
Allegheny Middle School
Pittsburgh Public Schools
Pittsburgh, PA

274

264

SUBJECT AREA: Social S uiies

GRADE: 9

L<»?*8on Plan

I. BEHAVIORAL OBJECTIVES

To provi la some Insight Into Civil Rights Movement and

Dr Martin Luther King's role in it.
To provide information to the student about the life and

death of Dr. King.

II. MATERIALS

Souna f'lmstrip of Rev. Dr. Martin Luther King.

III. PROCEDURES

A. Motivational and Initiatory Activities

Discuss what civil rights are. Ask questions
beforeh' "d about filmstrip.

B. Developmental Activities

The illmstrip will be shown. It por the
events in the J ife of Dr. rtin Luther k*. y It
traces the civil rights movement and Dr. Kings'
role in it, The ir *nt of the filmstrip is to
present an object! picture of the man and his
time.

C. Culminating/Summarizing Activities

After the filmstrip, the teacher and students will
discuss the filmstrip. Questions will be provided
in order to lead the students.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding

George Juba
Clalrton School
Clairton School Distr
Clalrton, PA

SUBJECT AREA: Social Studies GRADE: 9-11

Unit Plan

X . DATA

A. Topic: Americans Colored Black

B. Number of lessons: 2

II. GENERAL PURPOSE OF UNIT (GOAL)

Supplement textbook information on contributions of
Black Americans

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will know specific contributions. Students
will identify contributions of Black Americans.

IV. MATERIALS AND RESOURCES
Eyewitness to Negro History

Dr. Charles Wesleys 1 essay (Central State University)
Rise of American Nation

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings /Literature
See materials

B. Audio-Visuals
None

C . Speakers/Panels , etc *
None

D. Music
Spirituals

VI. EVALUATION

A. of students

By oral review

Jame^ A. Evans
Cla^ jnt High School
Branaywlne School District
Wilmington, DE

266 2 70

SUBJECT AREA: Social Studies

GRADE: 9-11

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Students will understand the contributions of selected
Black leaders.

II. MATERIALS

Eyewitness to Negro History
Rise of the American Nation
Dr. Charles Wesley's Essays

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Plot the progress of selected black persons from
all levels of achievement. Example: David Walker,
Harriet Tubman, Nat Turner, Frederick Douglas,
Cyrus McCoy.

C. Culminating/Summarizing Activities
Discussion/Review

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Oral review

B. Analysis/Reflection by teacher

Best when integrated into curriculum, not in
Isolation.

James A. Evans
Claymont High School
Brandywine School District
Wilmington, DE

SUBJECT AREA: Social Studies

GRADE: 9-11

Lesson Plan

I. BEHAVIORAL 03JECTIVES

To examine the contributions of Dr. King to the American
society.

To promote an understanding, appreciation and respect
for Dr. King and the Civil Rights movement.

II. MATERIALS

Record of speeches by Dr. King
Record of reflections by Mrs. King
Lecture notes

III . PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Lecture on the need for Civil Rights in the '60s.
Listen to speeches by Dr. King.
Discussion on content and needs in speeches.
Listen to Mrs. King's account of the events on the

day Dr. King's death.
Role-playing. Students choose parts and act

accordingly.

C. Culminating/Summarizing Activities

Compare then and now.

" What /If" questions and answers.

General discussion.

IV. EVALUATION

A. Procedures used to a valuat students 1 understanding
Student remarks and comments.

Donald Lennon

Duquesne Senior High School
Duquesne School District
Duquesnc , PA

268 2 7 5

SUBJECT AREA: Social Studies

GRADE: 9-12

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To make students aware of Dr. King's achievements

I I . MATERIALS

Bulletin board and/or display case

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Place a bulletin board or showcase dii day showing
aspects of Dr. King's achievement.

C. Cvlmln&tlng/Summarlzlng Activities

All Social Studies classes offer credit for
reports, written ?r oral, on Dr. King's
achievements and why the day is being commemorated.

IV. EVALUATION

A. Procedures used to evaluate student's understanding
Reports

Social Studies Dept.
Newark High School
Christina School District
Newark, DE

2 ?79

SUBJECT AREA: Special Education/Social Studies GRADE: 9-12

Lesson Plan

I . BEHAVIORAL OBJECTIVES

The students will describe the conditions which led to
the civil rights movement.

The students wl 11 describe how blacks , under the
leadership of Dr. Martin Luther King, used non-
violence to achieve their objectives.

The students will describe the life and death of Dr.
Martin Luther Xing and his importance to all
Americans .

II. MATERIALS

Lecture - notes
Textbooks

Foundations In History, Book 4

Twentieth Century America

Yesterday, Today and Tomorrow
Film: "Martin Luther King Jr., From Montgomery to

Memphis"
Handouts, posters

III. PROCEDURES

A. Motivational and Initiatory Activities
View and discuss film.

B. Developmental Activities

Discussion topics:

Were the early Supreme Court decisions that

affected black people racial or political?
Which has been more successful, non-violent or

violent black protests?
How has bussing affected your life, your family

life and your neighborhood?
How has "affirmative action" affected blacks and

other minority groups?
How has the civil rights movement given blacks more

equality or less?

280

270

ERIC

C. Culminating/Summarizing Activities

The students will watch such TV programs as "Roots"

by Alex Haley, "The Greatest" with Muhammad All

or "The Great White Hope" with James Earl Jones;

to better understand the historical basis of the
eatment of blacks in America.
Role play various types of confrontations which

might occur between black and white students,
r^ad more on the life about Dr. Martin Luther King,

Jr . , his motivation arid beliefs . Listen to

recordings of some of his speeches.
Read and present news articles about current black
leaders.

Read and present news articles about black
o. ganizations , i.e., Operation P.U.S.H. or the
N.A.A.C.P.

EVALUATION

A. Procedures used to evaluate student*: 1 understanding
Oral quizzes

Auditory and visual quizzes
Written examination

Each student will be able to discuss, describe and
write historical accounts of Dr. Martin Luther
King/ Jr.

As a class project, the students will write to the
Dr. Martin Luther King Jr. Center for Social
Change In Atlanta, Georgia to ask for copies of
Dv . King 1 s speeches , posters or pictures and
documents as keepsakes on the life and works of
-this great American.

Special Education Dept.
Newark High School
Christina School District
Newark, DE

271 281

SUBJECT AREA: Home Economics

GRADE: 9-12

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Students plan, prepare, serve and evaluate meals that
reflect the traditions of their heritage, as part of a
unit on regional American cuisine.

II. MATERIALS

Cookbooks, family recipes, oral family histories
lit. PROCEDURES

A. Motivational and Initiatory Activities
Discuss family holiday meals and traditions.

B. Developmental Activities

Research : recipes , history , foods commonly used ,
preferred cooking methods, religious Influences and
traditions that Influence or reflect meals served
In a variety of "ethnic" areas.

C. Culminating/Summarizing Activities

Serve and evaluate meals. In some cases,
photographs are taken to use on bulletin boards.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Student discussion, rationale of menu choices,
preparation techniques, general Information
provided .

B. Analysis/Reflection by teacher

Well received by students in general. Does require
goc i resources. Particularly enjoyed by those
students with stronger family ties.

Deborah Larouere

East Allegheny High

East Allegheny School District

N. Versailles, PA

ERLC

272 282

SUBJECT AREA: Social Studies

GRADE: 9-12

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To educate students about the history of Black people,
the oldest of world histories and great influencer and
contributor to succeeding civilizations , though It is
also the least heralded.

II. MATERIALS

100 Amazing Pacts About Negroes by J. A, Rogers

From Ancient Africa to African-Americans Today by Asa 6.

Hllliard of Portland Public Schools (a transcript and

teacher 1 s guide aval lable from the Red Clay School

District Desegregation personnel)
Ebony Pictorial Dictionary History of Black America,

Vols. 1, 2, and 3

III. PROCEDURES

A. Motivational and Initiatory Activities

Teachers will assign pupils to record information
about the attached calendar of topics (one topic
per pupil may be desired to Include al* )

Brainstorming

Pupils need not put their names on their papers.

Pupils will list their impressions of the African
continent and cultures, from at least 5 ,000
B.C. to the present 1987 (i.e., religion, art,
music , family life, medicine, architecture,
science, math, cosmetology, astronomy ,
education, e*c. )

Pupils will submit these lists for the teacher to
write on the board.

Discussions

B. Developmental Activities

Reading, researching, and reporting

C. Culminating/Summarizing Activities

Sharing previous myths and stereotypes with facts
and information researched, read, or viewed

Bernice B. Swann
Wilmington High School
Red Clay School District
Wilmington, DE

Black History - Ancient and Modern
{Selected Topics for Reading, Reports,
Research and Discussions)

FEBRUARY 1987

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

1. Aesop

2. Afchenaton

3. Ancient African

Kingdom!
a) Ghana b) Mali
c) Songhay

1. Ella Baker

1 . Candace

2. Dr. John Henrik Clarke

3. Chaka (or Shaka)

1. Jean Baptiste
DuSable

Cush or ancient Ethio-
pia, aother of ancient
Egypt

1. Felicita, the black

Martyr

2. Falashas (Beta

Israel) the Black
Jews

in
III

1. Marcus Garvey

2. 6riMaldi Man

1. Hannibal

2. Hatshepsut

lahotep (a.k.a.
Aescalapius)

Dr. Josef Ben Jochannan

1. Dr. Hart in Luther

King, Jr.

2. Kttites (Black

Egyptians)

Lucy fossils of Ethio-
pian, 750,000 years
old

1. Malcoln x

2. Mansa Musa

3. Moors

4. Nelson Mandela

*. Niger

2. Nanphano, the black

aartyr

3. Nubians

1. Osiris, Isis, and
Horus

1. Perpetui, the black

Martyr

2. Pifinkhy

3. Pyramids of Egypt

A. Phillip Randolph

SeptiMiiffi Severus

1 - Tutankaaen

2. Nat Turner

3. Desaond Tutu

4. Ttnbuktu

1. Pope 'ictor

2. Dr. Ivan Van

SertiMa

3. Zlnjarthropus

Submitted by:

Mrs. Bern ice B. Swann
Wilmington High School
1987

ERIC

284

•

2S;*

SUBJECT AREA: Social Studies GRADE: 9-12

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To acquaint pupils with some themes discussed by Dr.
King

To allow pupils to derive connotative and denotative

meanings in Dr. King's thoughts
To afford pupils an opportunity to write in proper

sentence structure as they interpret Dr. King's

quotations

II. MATERIALS

Calendar of quotations

III. PROCEDURES

A. Motivational and Initiatory Activities

Have pupils read each day's quotation by Dr. King.
Instruct pupils to write a compound complex
sentence expressing the meaning of Dr. King's
quotation.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Permit pupils to interact by sharing views and

interpretations of Dr. King's quotations.
Analyze pupils ability to write a compound- complex
sentence.

Eernice B. Swann
Wilmington High School
Red Clay School District
Wilmington, DE

*A Lesson in Afro-American History In Cornnemoration
of Dr. Martin Luther King, Jr.

FEBRUARY 1987

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

"Now Is the time to lift
our national policy from
the quicksand of racial
Injustice to the solid
rock of human dignity. "

"A true neighbor will
risk his position, his
prestige, and even his lift
for the welfare of others"

"Me are prone to judge
success by the Index of our
salaries or the size of our
automobiles, rather than by
the quality of our service
and relationship to humanity 1

"I can never be what 1
ought to be until you are
what you ought to be."

"Freedom 1s never vol-
untarily given by the op-
pressor; it must be de-
manded by the oppressed."

"It is tragic that...
...the children of dark-
ness 1 are frequently more
determined, and zealous
than the children of
llpht."

"Love Is the only force
capable of transforming an
enemy Into a friend"

"The most dangerous
criminal may be the man
gifted with reason but with
no morals."

"Not a few men who cher*
Ish lofty and noble Ideals
hide them under a bushel
for fear of being called
different."

"True peace Is not
merely the absence of
tension; It Is the pre-
sence of justice."

"As long as there is
poverty in the world, 1
can never be rich, even
if I have a billion
dollars."

"Nothing provides the
communists with a better
climate fcr expansion and
Infiltration than the con-
tinued alliance of our
nation with racismand ex-
ploitation."

"It 1s Important to see...
When a man-made law 1s out
of harmony with the moral
law of the universe."

"A man cannot ride your
back unless It 1s bent."

"Hatred paralyzes life;
love releases it; Hatred
confuses life; love har-
monizes It; Hatred dark-
ens life; love Illumines
It."

"A doctrine of black
supremacy Is as evil as i
doctrine of white suprem-
acy.*

"An Individual has not
started living until he
can rise above the con-
fines of individual istic
concerns to the broader
concerns of all humanity."

"Surely 1t is unchristian

and iinPthifAl fnr cmo fn

wallow In the soft beds of
luxury while others sink In
the quicksands of poverty."

"Everybody can be great.
tou oo n i nave to nave a
college degree to serve;
You don't have to make your
subject and verb agree to
serve. You don't have to
know about Plato and Ar-
istotle to serve. You don't
have to know the theory of
thermodynamics to serve. All
you need 1s a heart full of
grace - a soul generated by
by love."

"Anyone who starts out
with the conviction that
the road to racial jus-
tice 1s only one lane
wide will eventually
created traffic jam and

the journey Infi-
nitely longer."

Prepared by: Bernice B Swann

Wilmington High School

SUBJECT AREA: Social Studies

GRADE: 9-12

Unit/Lesson Plans

I . DATA

A. Topic: Civil Rights

B. Number of lessons: As required

II. GENERAL PURPOSE OF UNIT (GOAL)

Understanding of Civil Rights movement and role of
Martin Luther King

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will be able to explain the pivotal role of MLK
during the Civil Rights Movement of the 1960 's.

Students will be able to identify the historical
reasons why our society denied minorities their
constitutional rights and guarantees.

Students will be able to list and explain Supreme Court
decisions, congressional legislation and political
movements which paved the way for improvements of
human rights.

Students will be able to write essays which
conceptualize the benefits of the Civil Rights
Movement as It affected the society as a whole, the
spin off benefit to women, children, handicapped,
senior citizens, etc.

IV. MATERIALS AND RESOURCES

Textbooks : American Government , Magruder , Ch. 5 , 6
Rise of American Nation, Todd, Curti , Ch. 24
Eyewitness: The Negro In American History

Resource books:

The Black Experience, Kearms
Harlem Summer, Vroman

Autobiography of Miss Jane Plttman, Gaines
Langs ton Hughes, Emanuel
Negro In America, Bone
Roots, Haley

The Blacks In America, Spangler

The Negro In American Life, Marsback

Growing Up Black, David

The Negro In American History, Alder

Black Power, USA, Bennett

Race, Prejudice & Education, Blbby

Race Relationships In a Democracy, Brown

Civil Rights Act of 1964, National Press

Equal Justice Under the Law, Grossett

Beyond the Melting Poc, Glazer

Beyond Civil Rights, Humphrey

Autobiography of Mai com X, Malcom X

The Negro Since Emancipation, Wise

Multimedia Kits:

The KKK: £n American Paradox
Growing Up Black

Minorities Have Made America Great, PI, P II
Negroes In America

Seeds of Hate: An Examination of Prejudice
World Human Rights
The Silenced Majority

Cassettes/Records :

"A Conversation with E.L. Doctorow"

"Black America in Deteriorating Cities 11 , Anderson

"Address to the Republican National Convention

Hooks" , Benjamin
"Racism in America", Balwln, James
"Inequalities Between Sexes", French, Marilyn
"On the Womens Liberation Movement", Friedan, Betty
"A Profile of UN Ambassador", Andrew Young
"Black Culture and Consciousness", Lavlne, Lawrence
"Broken Promises and the Needs of the Cities,

the Poor, and Minorities"
"Ecumenical Services", King, Martin L.
"Progress of Black Americans"

Films:

"I Have A Dream", King, Martin L.
"Nation Within a Nation"
"Face to Face"

"Negro in Pennsylvania History"
"America: Huddled Masses", Part 1, 2

ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Text and resource books listed

B . Audio- Visuals

Multi-media and cassettes, films, records listed

C. Speakers/Panels, etc.
Debates

278

200

D. Music

E. Art

F . Puzzles/Games

Essay contest, role-playing

6. Community/Outside Groups

H. Combination Projects ( Involving two or more of
above areas)

I . Other

PROCEDURES

A. Motivational and Initiatory Activities

Students are made aware, via film, lecture, text of
their own ethnic background which caused their
grandf atners to be subject to discr i minatory
practices by those that preceded them to these
shores .

Question and answer relating their background to
the situation of other minorities in U.S.

Tapes/ films /multimedia presentation detailing the
history of discrimination in U.S.

B. Developmental Activities

Tapes/f 11ms /multimedia presentation detailing the

history of discrimination In U.S.
Essay Contest — M. L. King or related topics.
Role playing: Discrimination In the school
Examination of guarantees under the Bill of

Rights/Constitution
Examination of Supreme Court Cases

Marbury vs. Madison

Plessey vs . Ferguson

Brown vs. Board of Education

Miranda vs. Arizona

C. Culminating/Summarizing Activities

Lectures/ f 11ms /cassettes detailing the benefits
U . S society received from the movement M. L.
King spearheaded.

Discussion of changes , comparing the society of
today with that of the 1960's.

Debates/role playing.

231

279

EVALUATION

A. Procedures used to evaluate student's understanding
Student development of Awareness Fact Sheets, which

detail the Items brought to the consciousness of
each student by the lessons.
Quizzes and tests.

Problem solving groups. Students given life-like
problems concerning civil rights. Solutions
graded .

B. AnaJ ^is/Reflection by Teacher

The lessons developed here are a seed of hope for
all Americans.

To strengthen the values of brotherhood, compassion
and understanding gives the student a chance to
perceive his own hopes and dreams as being a real
possibility in Ararica, not a myth. Harmony in
society can be an obtainable goal and the future
will bear that harmony as evidence that the
American dream Is real.

Larry Rowe

Valley High School

New Kensington School District

New Kensington, pa

292

SUBJECT AREA: Social Studies

GRADE: 9-12

Unit Plan

I . DATA

A. Topic: Martin Luther King/Black History

B. Umber of lessons: optional

II. GENERAL PURPOSE OF UNIT (GOAL)
Celebration of Black History Month

Enhance students 1 awareness of the black man 1 s

struggle In America.
Trace the Impact of the Civil Rights movement in

American society.

III. SPECIFIC BEHAVIORAL OBJECTIVES
The student will:

Understand how the Civil Rights struggle affected every

facet of society.
Research notable black leaders from various fields both

present and past.
Participate in activities which require, through speech

and writing, a presentation of their findings.

IV. MATERIALS AND RESOURCES

Bulletin board and showcase displays.
In His Own Words (See Appendix A.)
Quiz on M. L. King (See Appendix A.)
Resource list (See Appendix A.)
Famous Black Americans

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings / Li t era ture

Notable excerpts from Dr. King's speeches are read
by a 9tudent announcer duilng the week of Dr.
King's birthday. They are also included in the
dally bulletin.

B. Audio-Visual materials

Video tapes of the Civil Rights movement are shared
in the history classes.

C. Speakers /Panels, etc.

Annual assembly program (see attached programs)

281

D. Music

Songs and dances of the black experience are
celebrated by students In the assembly program.

E. Art

Showcase displays.

F. Puzzles/Gases

Contests among the social studies classes.
Participation in contests sponsored by outside
organizations .

G. Community/Outside Groups

Annual assembly programs Jncl iding musical

selections.
Student and community speakers.

Carol B. Oyas

Schenley High Teacher Center
Pittsburgh Public Schools
Pittsburgh, PA

291

282

ERIC

WE STILL
HAVE A dREAM

MAR TIM LUTHER KIMG, JR.
JANUARY 15, 1984

PROGRAM

Flag Salute Curtis Clark

Welcome ••••••••••••••••••••••••••••• *Dr* J*R« Young

Principal

"Reflection*" Plane Thompson

Vocal Selection "Lift Ev'ry Voice and Sing"

by Jamas Vcldon Johnson

Dvayne Brown

Introduction of Guest Speaker * Angela Stribling

Guest Speaker Rev* James Siaucs

St* Paul Baptist Church

Administrative Assistant
tiayor'c Office

Instrumental Selection

Schenley Hign Scnool Sand
Calvin Stanley, Director

Vocal Selection "We 8hall Overcome" SCLC Theme Song

Scnenloy Choir and Audience
. Dr. Ralph Hill, Director

Hemarks Dr. J* R* Young

Closing Selection Schenley High School

Alma Mater

2S6

Martin Luther King, Jr. I

1928-1968 A Great Leader

December I, IMS, luri keens long day
of hard work for Rota Part*. Sne was
dead tired Md her fed burl. So. ween
the Moetaonsery, Alabama, hue driver
ordered her to give up her aeat to a
while passenger. Mis. Parks refuted
and was isnaaediatery arrested for dis-
obeying the cays segregation law. Thus
began the neat* Civil Rignts snove-
■cat that Aawjrd the face and future
of the United States. It also introduced
to the world an eloquent sad inspira-
tional Uaek Minister from Atlanta.
Georgia, named Mania Lather King.
Jr.

-HewashoraoaJaaaaryl5.lf29.thc
sea aad grandee* of Baptist preachers.
After graduating from Morehouse Col*
karmAilaau (which he saisfadaia#c
ISK he studied far the mmistry as
Croacr Theological Semiaaiy. Chester.
Pcaatytvaais. where he graduated wkh
the highest average la hir class. Later he
atteaded Bostoa UuiveuHy, where he
earned a MtD. ia 1955. It was also m
lostoa that King met Corctta Scott, a
w tic stadeat from Alabama, whom he
married ia 195). They had four
children

On that histork day ia 1955, King
was serviag as pastor of Montgomery's
Dexter Avenue Baptist Church. After
the arrest of Mrs. Parks. Mack Civil
Rights advocates decided to force the

desegregation of the city's bus system,
and they asked King to lead them. King
quietly agreed, saying to them, "We
brivc ao alternative but to protest*

And protest they did. It took more
than a year of work, aad they were
forced to endure physical and spiritual
abuse, arrests, threats, and bombings
before the city buses were desegre-
gated. And ia the process the small,
struggling Civil Rights movement had
acquired a dynamic leader. From that
moment, King, who was a firm believer
in non-violent resistance, began travel-
ing around the country and abroad,
preaching freedom, civil rights, and
desegregation. Slowly aad painfully,
his efforts began to arouse the con*
science of Macks aad whites all over the
country.

la 1963, while King and his followers

Alabama, aa uahelieviag aatioa
watched on television as firs hoots and
dogs were turned against the demon-
strators. Later, from his Birmingham
jail ceM, King wrote that the issue "can
no longer be ignored .... Freedom must
be demanded by the oppressed.* It
would take more yean, and many more
tragedies, before real progress could be
made, but the young black preacher
from Atlanta was right: the issue could
no longer be ignored.

297

Production b>
O.V.T. Prtoahop

Erie Sloft t
jaunts. T. Br*ri*l*i.
James L. Jcrmaii)

L IFT EVERY VOICE AND SING

Lift every voice and aing. Till earth and heaven rin*.
Ring with the harmonies of Liberty*
Let our rejoicing rise, high as the listening skies
Let it resound loud as the rolling sea

Sing a Song full of the faith that the dark past has taught us.
Sing a song full of the hope that the present has brought us.
Facing the rising sun of our new day begun
Let us march on till victory is won*
WE SHALL OVERCOME

We shall overcome. We shall overcome. We shall overcome
some day

Oh, deep in my heart

I do believe, we shall overcome some day*

We shall stand together, we shall stand together
We shall stand together* -now
Oh, Deep in my heart I do believe
We shall overcome some day.

The truth will make us free, the truth will make us free.
The truth will make us free someday
Oh, deep in my heart I do believe
We shall overcome some day.

We shall overcome. We shall overcome. We shall overcome
some day

Oh, deep in my heart

I do believe, we shall overcome some day,
ALMA MATER

Alma Mater God Preserve Thee
Dear Schenley High

Through the Years we hope to serve thee
Dear Schenley High

We revere the spirit caught there.
Reverence minds that lived and thought there.

Memories of Our Alma Mater
Dear Schenley High

2S8

JCHENkEY HIGH SCHOOL

1 W TCAPUC

TEACHER CENTE

r /wK« a dream tfiaf day every vo/by
sfiflW 6c exalted, every hill and mountain
shall be made low, the rough places will
be made plains, and the crooked places will
be made straight and the glory of the
lord shall be revealed, and all flesh shall
see it together

MA&TIN IUTHCI KING, jft.

PROGRAM •" A

"BUILD YOURSELF A DREAM" ^ ;

Flag Salute Annette Chatman

Musical Selection Schenley Choir

Dr. Ralph Hill t Director

Opening Remarks.. , Lorena Tooks

Dance Selection Pam Robinson

Welcome Lor-fena Tooks

Solo Christine Byars

"Build Yourself a Dream" Speakers *

William Mitchell
Diane Thompson
Ralph Stone
Shanita Collins

Musical Selection Schenley Choir

Introduction of the Guest Speaker ... .Annette Chatman

Guest Speaker. Mr. Harvey Adams

Executive President 9 Pittsburgh NAACP

Closing Remarks. Lorena Tooks

Alma Mater Schenley Choir

and Audience

j>IAM4XV 15*1985

ERIC

mi 2aa

300

Martin Luther King, Jr. I

1928 " 1 ' % A Great Leader

December I, I9S\ had been a long day
of hard work for Rom Parks . She was
dead tired and her feet hurt. So, when
the Montgomery, Alabama, bus driver
ordered her to give up her seat to a
white passenger, Mrs. P-rks refused
*nd was immediately arrested for dis-
obeying the cay's segregation law. Thus
began the massive Civil Rights move-
ment that changed the face and future
of the United States. It also introduced
to the world an eloquent and inspira-
tional black minister from Atlanta.
Georgia, named Mr i tin Luther King,

' *He was born on January IS, 1929, the
•on and grandson of Baptist preachers.
JJ After graduating from Morehouse Col-
01 lege in Atlanta (which he entered at age
15), he studied for the ministry at
Croier Theological Seminary, Chester,
Pennsylvania, where he graduated with
the highest average in his class. Later be
attended Boston University, where he
earned a Ph D. in 1955. It was abb in
Boston that King met Coretta Scott, a
music student from Alabama, whom he
married in 1953. They had four
children.

On that historic day in 1955, King
was serving as pastor of Montgomery's
Dexter Avenue Baptist Church. After
the arrest of Mrs. Parks, black Civil
Rights advocates decided to force the

desegregation of the city's bus system,
and they asked King to lead them. King
quietly agreed, saying to them, "We
have no alternative but to protest."

And protest they did. It took more
than a year of work, and they were
forced to endure physical and spiritual
nbusc, arresis, threats, and bombings
before the city buses were desegre-
gated. And in the process the small*
struggling Civil Rights movement had
acquired a dynamic leader. From that
moment. King, who was a firm believer
in non-violent resistance, began travel-
ing around the country and abroad,
preaching freedom, civil rights, and
desegregation. Slowly and painfully,
his efforts began to arouw the con-
science of blacks and whites all over the
country.

In 1963, while King and his followers
were demonstrating in Birmingham,
Alabama, an unbelieving nation
watched on television as fire hoses and
Jogs were turned against the demon-
strators. Later, from his Birmingham
jail cell. King wrote that the issue "can
no longer be ignored . . . .Freedom must
be demanded by the oppressed." It
would take more years, and many more
tragedies, before real progress could be
made, but the young black preacher
from Atlanta was right: the issue could
no longer be ignored.

Production by
O.V.T Prhitshop
ErlcSlofer
James T. Bradthuw
J Junes L. Jennany

er£c • 3 Q1

LIFT EVERY VOICE AND SING

Lift every voice and sing, Till earth and heaven ring.
Ring with the harmonies of Liberty.
Let our rejoicing rise, high ag the listening skies
Let it resound lo?*d as the rolling sea

Sing a Song full of the faith that the dark past has taught us,
Sing a song full of the hope that the present has brought us.
Facing the rising sun of our new day begun •
Let us march on till victory is won*
W : SHALL OVERCOME

We shall overcome. We shall overcome. We shall overcome
some day

Oh, deep in my heart

I do believe, we shall overcome some day.

We shall stand together, we shall stand together
We shall stand together- -now
Oh, Deep in my heart I do believe
We shall overcome some day.

ae truth will make us free, the truth w 01 make us free.
The truth will make us free someday
Oh, rleep in my heart I do believe
We shall overcome some day*

We shall overcome. We shall overcome. We shall overcome
some day

Oh, deep in my heart

I do believe, we shall overcome come day.
ALMA MATER

Alma Mater God Preserve Thee
Dear Schenley High

Through the Years we hope to serve thee
Dear Schenley High

We revere the spirit caught there.
Reverence minds that lived and thought there.

Memories of Our Ahna Mater
Dear Schenley High

302

SCHcNLEY high school

• TEACHER CENTER

MAR TIN L OTHER KIHG, JR.

303

y& JANUARY 15*1986

PROGRAM
"A CALL TO THE NATION'

Flag Salute./ Richard Hard

Welcoae Brian VanDuaen

Huaical Selection David Jefferaon

Speaker Annette Chataan

Muaical Selectlona Sounds of Heritage

Dr. Ralph Hill, Director
Speaker Chriatopher Barnhil

Muaical Selectlona Sounds of Heritage

Speaker Charlotte Birchard

Musical Selectlona Sounds of ifcritrge

Speaker Brian VanDuaen

Musical Selections Sounds of Heritage

Reaarks Dr. John Young

Principal

Closing Selection Schenley High Schoof

Alma Mater

304

Deeereber I, IMS. had been a long day
ef herd work for Ron Parks. She waa
•cad tired Mi kcr feet knit. So. when
Ac MoMfoomy. Alcbeae. kut driver
•fdered kcrtogmuekeracoitoe
•kite saeatagcr. hire. Pork* refuted
id wai iouMdiaMy arrested for db-
-eyiag tkc chyc •egregaiioe law. TIhn
oo |U *%e auuciw CMI Rigku reotn-
» at that cheeped the face aad future
« <ka Uahcd State*. It aao introduced
lo tkc world aa cteoueat and kueira.

deetgregatiea of ike cfc/r but syntax
ead they oeked Kiag to lead there King
yfouy agreed, tayiag to laem. -We
kavc ao akcmalive but to pretest."

Aad protest ikey did. It look am
tkaa s year of work, aad lacy were
forced lo cadarc physical aad spiritual

MUM ~- a a. m . . .

Jr.

He wot bones

I5.lf29.ika

After gridaaiiag from Mr
kgckiAUaaUfwWdikei
15k ka studied for ika

Mage

iry at

ik* Mgkm sweats ia kit cam Later ka
■ ■w il l »••«•■ Iforrcraky. wkere kc
earned a PhD. ia IMS. It war akb ia
■wtos ikat King met Corolla Seen, a
sre cfc Wfoa j froai Akkaare, whore fce
ewrrfod ia IMJ. Tkey kad foar

Ob ikat kktoric day ia IMJ. Kiag
«u strvisg as pastor of M oatgoreery't
Dearer Avcaue Bspurt Ckurek. After
J* *Wk* Mrs. Parka, bfecf- Civil
CD iV R « ) ^F° CMc * decided to force tkc

^ 305

Ike smell.

kefore tkc cky kaats we
feted. Aad ia tkc aroeew
•tniggliag Ovil Rigku a»m
eceuired e dyaareic leader. Froai that
•Meat, .Kiag. wko ware fir* kdicver
ia aou-viotcui wsittaacc, began iravet-
fog around ike country aad abroad,
pmckfog feeedoto. cMI right*, and

STSSdr SM * ** Hfo/nky.
kh efliartt kegaa to aroaee tkc cot

ecicaMofakckjaadwkiUaaamike

fo 1943. wkile Kiagead kit fokawerc
•*» d rs Ms ctrsti ag fo MmiagaaM.
Alakaau. a* eakclicviag aatioa
iwdcfced oa leleviaioa at Arc keen aad
doge were toraed ogaieet tkc dcreoo-
ctraten. Later, froai kie •imaagkere
Jail cel. Kiag wrote that Ike iwue "caa
ao laager kc igaored . . . .Freedom mm
•F •»« opfnued." It
•©aid take reorc yean, and ouaymore
tragedies, kefore reel progrce* could be
■ade. out tkc young black preacher
from Alleala war right: tkc iwue could
m longer be ignored.

LIFT EVERY VOICE AND SING

Lift every voice and ring. Till earth and heaven ring.
Ring with the harmoniea of Liberty.
Let our rejoicing riae, high aa the H atoning a Wee
Let it reaound loud a a the rolling aea

Sing a Song full of the faith that the dark paat haa taught us.
Sing a aong full of the hope that the present has brought us.
Facing the rising sun of our new day begun •
Let us inarch on till victory is won.
WE SHALL OVERCOME

We shall overcome. We shall overcome, Ws shall overcome
some day

Oh, deep in my heart

1 do believe, we shall overcome some day.

We shall stand together, we shall stand together
We shall stand together— now
Oh. Deep in my heart 1 do believe
We shall overcome some day.

The Irulh will make us free, the truth will make us free.
The truth will make us free someday
Oh, deep in my heart I do believe
We shall overcome some day.

We shall overcome. We shall overcome. We shall overcome
some day

Oh, deep in my heart

1 do believe, we shall overcome some day.
ALMA MATER

Alma Mater God Preserve Thee
Dear Schenley High

Through the Years we hope to serve thee
Dear Schenley High

We revere the spirit caught there.
Reverence minds that lived and thought there.

Memories of Our Alma Mater
Dear Schenley High

306 #

SUBJECT AREA: Social Studies/Art

GRADES: 9-12

Lesson Plan

(2-3 classes as needed)

I. BEHAVIORAL OBJECTIVES

To enhance the awareness of students to the civil rights
movement and the ideals of Dr. Martin Luther King, Jr.

II. MATERIALS

Biographical sketch of Dr. King

Interview parents, grandparents on reaction to period of
the 60 1 s •

"I Have a Dream" speech. (See Appendix A*)
Art materials

Important Dates in Life of Martin Luther King, Jr.

(attached)
Alphabet sheet (attached)

III. PROCEDURES

A. Motivational and Initiatory Activities
Classroom discussions on speech, dates, Martin
Luther King's goals.

B. Developmental Activities
Preparation by band for the assembly
Selections prepared by choir
People poster

Mobile

C. Culminating/Summarizing Activities
Assembly

band selections

creative dance and special solo by choir
member

speaker - Dr. James Sims, Minister and
Assistant Executive Secretary to Mayor of
Pittsburgh

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Classroom discussion of assembly.

Journal writing - Topics designed to get personal
reactions not discussed in class.

289

Analysis/Reflection by teacher

Excellent assembly and very well-received by
student body. Dr. Sims gave a dynamite short
analysis of the civil rights movement during Dr.
King's life. It was an educational and
Inspirational experience. The student
participation by band and choir, dancer and
soloist was important to everyone.

Ruth Henderson
Langley High School
Pittsburgh Public Schools
Pittsburgh, PA

308

290

CELEBRATING THE DREAM

1929-1968

Martin Luther King, Jr.
January 15, 1986

E&NGLEY HIGH SCHOOL

3oe

CELEBRATING THE PREAM

I have a d«eaa thai one day evexy valley
thall be exalted, evexy kill and mountain
ihall be node -die fcougn place* uUl be
made plain, and the cxooked place* uttl be
■ode Atxaight, and the. gloxy o( the loud
ihall be Ktvealed, and all iUih ihall iee
Xt togethex.

Uaxtin lutixex King, 1*.

M
M

A ue*y hptcial thanks to all oi the participants
who contributed theix time and talent ion ouA
iixit commemorative assembly honoring
Vr. Uaxtin Lutiwi King, J*

PROGRAM

Wetcome m*. Raymond Awe*

Uuiical Selection tangtey Band

M*. Jameft Stitlwagon, Director

Selection Langley Vanity Choix

Ur. James Charlton, Vixector

Vance Selection Sheryl Jessep

SotoUt Lillian fleam

Introduction oi Guest Speaker Dam fitzpatrick

Guest SpeakeJL vr, Jame* Son*

St. Paul BaptUt Church
Assistant Executive Secretary, Mayor's OOice

Closing Remarks Ur. Daniel BelUaxio

Principal

UuAical Selection Langley Varsity Choix

31.1

IMPORTANT DATES IN THE LIFE OF MARTIN LUTHER KING

1/15/29 Martin Luther King was born in Atlanta

1935-1944 Martin attended elementary, junior high and high
school in Atlanta. Martin skipped 9th and 12th
grades in school.

1944-1951 At the age of 15 he entered Morehouse College in
Atlanta, graduated at 19 and entered Crozer
Seminary School. He graduated with all A's and
as an outstanding student.

1953 He married Coretta Scott in Atlanta and they had

4 children.

ERLC

1954 Martin Luther King becomes a full time pastor of
the Dexter Baptist Church in Montgomery, Alabama.

1955 Martin Luther King received his Doctorate Degree
at Boston University.

Rosa Parks was arrested for trying to stop bus
segregation by refusing to give up her seat on
the bus. Montgomery Bus Boycott begins and 1 year
later the city buses are integrated for the first
time.

1958 Dr. King's first book is published called Stride
Toward Freedom: The Montgomery Story.

1959 Dr . King resigns as pastor of Dexter Baptist
Church and became the co-pastor of his father's
church Ebenezer Baptist Church

1963 Dr. King continues to fight for freedom ena he
delivers his speech "I Have a Dream 11 at the
Lincoln Memorial in Washington, D.C.

1964 Dr. King had been arrested 12 times because he
tried to stop segregation. Nobel Peace Prize
received in Oslo, Norway.

1966 Dr. King moves to the West Side of Chicago.

1967 By 1967 Dr. King had published 6 books. His last
book was called, Where Do We Go From Here.

1968 Dr. King delivered "I've Been to the Mountaintop n
in Memphis.

4/4/68 Dr. King was assassinated in Memphis, Tenn. by

James Earl Ray.

293

MARTIN LUTHER KING

M Is for Minister, a God fearing man

A Is for his Ambition, to bring peace to our land

R Is for Righteousness, he tried to make us see

T Is for the Temptations, he overlooked for you and me

I Is for Integrity that no one could Ignore

N Is for the Nobel Peace Prize of Nineteen Sixty-Four

for

the

Love he tried to display

for

the

Unity he wanted for us today

for

the

Trials he had to sit through

for

the

Heartaches he had to suffer too

for

Everlasting strength he showed

for

the

many Risks he did undergo

K Is for the Kindness he tried to project

I Is for the Injustice he tried to correct

N Is for the Notoriety he was able to withstand

G Is for Gaining freedom for the minorities of our land.

Ruth Henderson
Langley High School
Pittsburgh Public Schools
Pittsburgh, PA

ERLC

294

SUBJECT AREA: Reading/English GRADE: 9-12

Unit Plan

I . DATA

A. Topic: Black History and Literature

B. Number of Lessons: Vazies - minimum 15

II. GENERAL PURPOSE OF UNIT (GOAL)

Knowledge and appreciation of blacks 1 contributions to
American society

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will examine the historical and literary
contributions of blacks through researching,
listening , reading and viewing a variety of materials
by and about blacks.

Students wi 11 demonstrate new insights and knowledge
through oral and written response? end reports ,
individual taped readings, choral readings and nummary
quizzes.

IV. MATERIALS AND RESOURCES .

Stories; NOVA I , Scott-Foresman, Glenview, IL 1981
"Arthur" by Sharon Bell Mathis
"Only Clowns Passing Tnrough" by Jeanne A.
Taylor

Houghton Mifflin Action Series, 1970:

Encounters : "Thank You M'am" by Langston
Hughes

Forces: "Yes I Can" by Sammy Davis Jr.
Miscellaneous Reference Books from library
Poetry: See Unit and Lesson Plans on Black Poetry
Audio-Visual : "Raisin in the Sun" filmstrip

"Harlem Renaissance and Beyond" filmstrip and
tapes. Guidance Association, Harcourt-
Jovanovich & Brace Inc., 1969.
"Poetry of Langston Hughes" read by Ruby Dee

and Ossie Davis. Record. Caedmon.
"Black Boy" record

"Langston Hughes" filmstrip. Brunswich
Productions.

295

314

ACTIVITIES

A • Readings /Li terature

Read short stories and discuss re: relationships
with self and others, universality of emotions.

Brainstorm topics about blacks in America. Then
research and write on one topic or one person .
Compile a "Black History Bulletin" and distribute
through social studies classes.

Discuss black experience in relation to treatment
and emotions according to four time periods :
Africa to the Civil War; Civil War to the Harlem
Renaissance; Harlem Renaissance to the Civil
lights Movement and Martin Luther King; Civil
Rights Movement to the present. Respond to
teacher-made quiz.

Read and listen to poems; discuss and respond to
questions , quizzes .

Choose 1-2 poe^ti and present choral readings.

B . Audio-Visuals

View fllmstrlps; discuss and respond re: historical

setting and mood.
Tape 1 poem and contribute class tape to library.
Collect and display news and magazine articles

aoout blacks in the news.

C. Speakers /Panels

Hold a symposium, panel or schedule times for
speakers on different aspects of the black
experience and contributions, i.e.:

NAACP representative - Black/ Ci vi 1 Rights
Movement

Literature professor - poetry and literature
Anthropologist - comparative slavery systems
Lawyer - legal Issues

D . Music

Select background music for taped readings.

E. Art

Design cover for Black History Bulletin or hold
contest for best design.

296

Q 4 t»

ERIC

EVALUATION

A* Of students

Participation, oral and written responses to
opinion questionnaire on value of unit and
learning, and to teacher-made quizzes.

B. By teacher

Response to opinion questionnaire was that students
learned about people and attitudes that they had
not known about before; real evidence of new
learning* Response to different authors and poets
showed evidence of new appreciation and
understanding of why "voice" echoed the times, and
how style and content were related* Recommendation
was that this be done not as an isolated unit, but
interspersed throughout year, with perhaps one
special event near Martin Luther King's birthday
celebration, or during Black History Month.

Suzanne H. Bowman
Churchill High School
Woodland Hills School District
Pittsburgh, PA

316

297

SUBJECT AREA: Reading/English

GRADE: 9-12

Unit Plan

I . DATA

A. Topic: Black Poetry

B. Number of lessons: As needed

II. GENERAL PURPOSE OF UNIT (GOAL)

Students will examine the individual's quest for

identity in America and the need to find pride in

one's identity.
Students will examine the individual 's growth process

and apply it to their own lives, as well as examining

the individual's growth in relation to others.
Students will see the individual as a victim of fate and

past circumstances, as well as a "free agent, 11 in the

guest for a better future .
Students will be introduced to the 20th century sexual,

racial, religious, and geographical diversity.
Students will be able to recognize the techniques of

poetry including simile, metaphor, imagery, rhythm,

,.nd figurative language.
(Note: Original objectives taken from Churchill High
School Language Arts Curriculum Guide ; underlining
denotes my addition) .

III. SPECIFIC BEHAVIORAL OBJECTIVES

To provide all students with a new appreciation of black
poets and poetry, and to instill a sense of pride in
black students as they learn of the contributions of
black poets to the field of American Literature.

To enable students to experience, even if vicariously,
what it means to be black in America.

To acquaint students with the varieties of black poetry
from lyrical to free verse to dialectical, and to
recognize the relationship of form to content.

To enable students to recognize voice/ theme in black
poetry, such as endurance, strength, anger, hostility,
tenderness, love and faith.

To help students become aware of black poetry as a
vehicle of emotional and psychological expression.

IV. MATERIALS AND RESOURCES

298 317

Display/Bulletin Boards

Photos, news and magazine articles of Black literary
achievements

Copies of poems centered around theme/ idea/objective
List of books available from library, on Black poetry
Display of favorite poems

Rack display of collected Black poetry books
Content /works to be used in unit in conjunction with
objectives:

Objective 1 (identity, pride):

Langston Hughes : "I've Known Rivers," "Motto,"
"Theme for English B."

Sonla Sanches : "Let Us Begin the Real Work"

Richard Wright : "Hokku Poems"

Claude McKay : "America"

Margaret Walker : "For My People"
Objective 2 (growth, rel . with self, others)

Lanqston Hughes : "Mother to Son," "Life is Fine"

Nlkkl Giovanni : "To P. J.," "Nikki-Rosa"

Sonla Sanchez : " Al one "
Objective 3 (fate, past, free agent viables for better
future)

N. Giovanni : "Teach the Children: Poem"

L . Hughes : "I Dream a World," "Impasse," "Dream

Deferred," "As I Grew Older"
Countee Cull en : "From the Dark Tower," "Incident"
Paul Lawrence Dunbar : "We Wear the Mask"
Arna Bontemps : "A Note of Humility"
Georgia Douglas Johnson : "My Little Dreams"
Claude McKay : "If We Must Die," "Harlem Dancer,"

"White Houses"
LeRoi Jones (Imamu A, Baraka) : "To Malcolm X"
Objective 4 (diversity)

Gwendolyn Brooks : "We Real Cool , " "Strong Men,

Riding Horses"
Georgia D. Johnson : "Interracial," "Common Dust"
L. Hughes : "I Too Sing America"
Paul L. Dunbar : "The Party"

Specific Texts and Books:

Granite, Harvey R . , et al. HOUGHTON MIFFLIN ACTION
SERIES ( Encounters, Forces, Challenges,
Crosscurrents), Boston, Houghton Mifflin Co., 1970.

Hollenbeck, Donald T. and Johnson, Julie West.
LITERATURE (Yellow level), Evanston, IL, McDouglas,
Littell & Co. , 1984.

McDermott, Jane and Lowry, Thomas V. PERSPECTIVES IN
LITERATURE: A Book of Modern American Poetry, New
York, Harcourt, Brace, Jovanovich, Inc. , 1970.

299

Niles, Olive Stafford, et al . NOVA: SIGNAL SERIES,

IL, Scott Poresman and Co., 1981.
Hughes, Langs ton and Arna Bontemps. THE POETRY OF THE

NEGRO.

Hughes, Langston. THE PANTHER AND THE LASH.
Johnson. NEGRO POETRY.

Bontemps, Arna. AMERICAN NEGRO POETRY.

Bontemps, Arna. GOLDEN SLIPPERS.

Chapman, Abraham. BLACK VOICES.

Adoff , Arnold. THE POETRY OF BLACK AMERICA.

Audio-visual suggestions

Record: "Poetry of Langston Hughes 11

Fllmstrlps and cassettes: "Harlem Renaissance and
Beyond"

"Langston Hughes" fllmstrlp; (Brunswick Prod.)

"The Poetry of Langston Hughes," read by Ruby Dee
and Ossle Davis (Caedmon)

"Harlem Renaissance and Beyond , " 2 tapes with
fllmstrlps; Guidance Assoc. , subsidiary of
Har court, Brace, Jovanovlch, Inc. , 1969.

ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Read poetry selections; write free responses and/or
write and discuss answers to teacher-composed
questions.

Research and give oral reports on biographies of
black poets.

Identify at least 4 black poets by writings and by

2 pertinent biographical facts.
Compare the writing techniques of 2 black poets.
Compare feelings and messages of poets studied and

hypothesize reasons for these feelings.
Give examples of poetry techniques from objectives.
State themes, poet's message and give possible

reasons why these were voiced.

B. Audio-Visuals

Listen to records of black poetry before and during
reading of same. Discuss themes and styles.

Listen to and view fllmstrlps on Harlem Renaissance
and on Langston Hughes; relate to poetry studied.

Individuals tape favorite poem and donate tape to
library.

C . Speakers/Panels

D. Music

Choose proper background music to use with taped
poems •

300

3:n

E. Art

Make booklet of photocopied poems and design cover.

F . Puzzles/Games

Crossword puzzle or word search of poet's names or
poetry titles,

EVALUATION

A. Of students

Responses to questions and other written

assignments.
Reports

B. By teacher

Students showed a great deal of interest in
learning about black poets , enjoyed the various
types of poems and taping their favorite*
Definite evidence that this was new knowledge for
most of them.

Suzanne Bowman
Churchill High School
Woodland Hills School District
Pittsburgh, PA

301 320

SUBJECT AREA: Reading/English

GRADE: 9-12

Lesson Plan

I. BEHAVIORAL OBJECTIVES
Cognitive:

Students will be able to Identify and give examples of
simile, metaphor, Imagery and figurative language
in a poem.

Students will be able to state themes/voice of various
poems.

Students will be able to Identify the different types
of relationships illustrated In the poems and then
explain how each Is related to growing as a person.

Students will be able to discuss how a person can
change his point of view of life and grow from one
stage to another.

Students will be able to summarize the Ideas of the
individual poems into a total picture of the growth
process .

Affective:

Students will be able to relate a feeling or emotion

to their own feelings and emotions.
Students will display acceptance of differences In

races and cultures in the realm of growing as a

person.

II. MATERIALS

Copies of poems by Hughes, Giovanni, Sanchez

Record of Langston Hughes Poetry

Journals

Prior readings for background : " Thank You , Ma 1 am" -
Langston Hughes; "Only Clowns Passing Through-
Jeanne A. Taylor; "Arthur" - Sharon Bell Mathis.

III. PROCEDURES

A. Motivational and Initiatory Activities

Question students : Thinking back over recent
stories we have read, ("Thank You, Ma'am" and
"Only Clowns Passing Through"), what were the
relationships in these stories? Who was taking
care of whom? Think also of the story "Arthur" -
how many different relationships have we read
about? Who was trying to teach someone
something? In your life, who teaches you "right"
from "wrong"? Who has helped or Influenced you
while you are growing up? Is it always a family
member? ( Get reactions and discussions from
students . )

302

321

Today we're going to hear some poems and read along
to find out mere about what different
relationships have to do with our growing and
changing as a person. As we read them ,
concentrate on what the relationship Is and how
that relationship may help someone grow and
change In his or her personal life.

Developmental Activities

Introduction to Langston Hughes: give brief summary
of who he was and his contributions to Black-
American literature.

The first poen we'll read Is by Langston Hughes,
called "Mother to Son. 11 Since the relationship
Is obvious , think about the message the mother is
giving to the son and also, look for figurative
language and a metaphor In this poem. (Review
meanings of both) •

Play recording of poem while students read along
with their copy.

Discussion questions:

What Is the relationship of the people in this
poem?

What Is the mother's message? What kind of
growth does the mother want her son to show?

What Is the metaphor In this poem? How does
Hughes Illustrate this?

What do you see as figurative language? Give
examples .

Another black poet who writes of relationships is
Sonla Sanchez. (Brief overview/bio) . Look for
the relationship and also for the metaphors in
this poem, "To P. J."

Before I read it as you read along, look it over
first and tell me what you notice is different
about the way this Is written. Why do you think
she wrote in this manner?

Read aloud as students read along.

Discussion questions:

Who are the people and the relationship in this
poem?

What message Is the poet giving? Is the message
intended only for the child in the poem? If
not, who else Is the poet directing the
message to?

What are the metaphors In this poem? Give an
example of figurative language.
The third poet whose work we 1 11 read Is Nlkkl
Giovanni . (Brief bio/descr. ) This has to do
with feelings we have as we grow and what
relationships have to do with those feelings.

303 322

Notice the way th*s poem is written also. Be able
to tell me if th's is lyrical (or rhyming) poetry
or free verse, and anything else you notice about
the way it is written.
Ask for a volunteer to read this aloud as students

read along.
Discussion questions:

What does this poem have to do with
relationships? What feelings do you sense
here? How do those feelings influence us as
we grow?

What is the form of this poem? Lyrical? Free
verse? Can you think of any reason why it was
written this way? What else was unusual about
how it was written? What doe* it have to do
with the feeling in the poem?

What does the poet mean by "there are flies
everywhere I go"? Is this imagery, figurative
language, metaphor, simile? Explain. State
this phrase as a simile.

Culminating/Summarizing Activities

Each of these poems has a theme that relates to
growing as a person and tells about a
relationship. What would you say are the themes
and relationships of each of these? How do these
relationships influence us as we grow and change?

Is this growth the same process for blacks and
whites? Which poems seem to emphasize that it is
perhaps different? What feelings, emotions would
be the same?

For your assignment today, listen to one more poem
by Langston Hughes which tells ot another type of
relationship we haven't discussed yet. After
it's read aloud, re-read it again to yourself and
answer these questions, which we'll discuss first
thing in class tomorrow. If you do not finish
this class period, take the poem copy with you
and complete this for homework.

What relationship is being explained in this

poem?
What has happened?

What is the tone of the poet at the beginning,

the middle, the end?
Why do you think this person changed in attitude?
What type cf poetry is this ( lyrical , free

verse)? How do you know?
What is the metaphor in this poem?
What would oe the theme or tone of this poem?

304

tf3

EVALUATION

A. Procedures used to evaluate students' understanding
From the class discussion and the answers to the
assignment, were students able to:

Give examples of metaphor, figurative language,

Imagery and re-state one as a simile?
Adequately state themes of poems?
Correctly Identify the relationships and

establish how that relationship could

Influence the growth process?
Understand what causes attitudes to change?
Give examples of their own life situations which

were similar to those In the poems?
Verbalize how the growth and change process might

be the same for both blacks and whites? How

they could be different?

B. By teacher

Students really "got into" this poetry - they
readily discussed the feelings and really seemed
to understand how the style and content were
related.

Suzanne Bowman
Churchill High School
Woodland Hills School District
Pittsburgh, PA

SUBJECT AREA: Social Studies GRADE: 9-12

Unit Plan

I . DATA

A. Topic - Martin Luther King, Jr.

B. Number of lessons - one to four days

II. GENERAL PURPOSE (GOAL)

To recognize the contribution of Dr. King to the Civil
Rights Movement

III. SPECIFIC BEHAVIORAL OBJECTIVES

Students will demonstrate knowledge and understanding of
life and contributions of Dr. Martin Luther King, Jr.,
through viewing of video, selected activities , and
discussion.

IV. MATERIALS AND RESOURCES

Video Cassette "King" (Thorn EMI, HBO Video Tape, Vol.
1,2, "King", 1370 Avenue of the Americas, NY 10010

V. ACTIVITIES

A . Readlng/Ll terature

B. Audio-Visuals

Viewing of video cassette above along with
individual teachers 1 selection of appropriate
related activities including background information
and follow-up discussions.

VI . EVALUATION

A. Of students

Students' oral and/or written responses dependent
upon individual teachers 1 requirements.

Herb Todd, Chairman
Social Studies Department
Churchill High School
Woodland Hills School District
Pittsburgh, PA

306

SUBJECT AREA: English

GRADE: 10-12

Unit Plan

I . DATA

A. Topic: Martin Luther King

B. Number of lessons: as needed

II. GENERAL PURPOSE OF UNIT (GOAL)

We include Dr. King in our study of American literature.
We use his "I Have a Dream " speech as an example of
persuasive writing . This year we plan to show the
episode on the contribution of Black English to American
language from The Story of English series. Our goal is
integration rather than segregation.

III. SPECIFIC BEHAVIORAL OBJECTIVES

IV. MATERIALS AND RESOURCES - see below

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Reading/Literature

"I Have A Dream" speech (Appendix A)

B. Audio-Visuals

Story of English Series - Contribution of Black
English to the American language

C . Other

11 1 Have A Dream 11 speech read and discussed as
example of persuasive writing

VI . EVALUATION

A. Of students

Discussion of soeech and text

Department of English
Newark High School
Christina School District
Newark, DE

ERLC

307

326

SUBJECT ARZA : Social Studies GRADE: 10-12

Unit Plan

I . DATA

A. Topic: Dr. Martin Luther King, Jr.

B. Number of lessons: 4

II. GENERAL PURPOSE OF UNIT (GOAL)

To develop an understanding of Martin Luther King's
background

III. SPECIFIC BEHAVIORAL OBJECTIVES

To develop an understanding of Martin Luther King's
methods , speeches , and impact on the civil rights
movement

IV. MATERIALS AND RESOURCES

Text: Minorities: USA
King's speeches

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readings/Literature

Text: Minorities: USA

Select readings from Ghandi , Thoreau, Washington,
Garvey, etc.

3 . Audio-Visuals

Overhead * select pictures

C . Speakers/Panels , etc .

Rev. King's speech "I Have a Dreanr

D. Music

"We Shall Overcome"

E. Art

F . Puzzles /Games

Class contest "bee " for review questions on
material .

G. Community/Outside Groups

ERIC

3Z7

308

H. Combination Projects (involving two or more of
above areas)

Student reports on gains by minorities in the past
decade , also nonviolent demonstrations and their
outcomes .

EVALUATION

Of students

Written quiz

William Chandler
Hilaire Modic
James Kuczek

Penn Hills Sr. High School
Penn Hills School District
Pittsburgh, PA

SUBJECT AREA: Library

GRADE: 10-12

Lesson Plan

Number of lessons: 5 days (2 days in Library/Media Center)

I. OBJECTIVES

Students will demonstrate knowledge of use of library
resources and ability in research, writing and
reporting.

Students will show knowledge of a black poet by
researching, writing and reporting on selected poet.

II. MATERIALS

"Martin Luther King, Jr." World Book Encyclopedia
List of books, filmstrips, recordings, posters available
from library

III. PROCEDURES

A. Motivational and Initiatory Activities
Listen to recording - Nikki Giovanni

B. Developmental Activities

Classroom introduction by English teacher.
Introduction to 1 ibrary materials and necessary

research skills by librarian.
Individual research

The student will select the name of a black
poet .

The student will check the card catalog for

material mailable on poet.
The student will use Granger 1 s Index to Poetry

to locate three poems by poet.

C. Culminating/Summarizing Activities

Student will present 1-2 minute speech on poet to
class.

Student will turn in 2-page written report and
copies of 3 poems to English teacher.

Listen to parts of recording "Anthology of Black
Poetry. "

IV. EVALUATION

Teacher grades library research, speeches and written
leport .

Mrs. Diane Murphy
Mr. Louis Hrabik
Penn Hills Sr. High
Pittsburgh, PA

310

SUBJECT AREA: Social Studies

3RADE: 10-12

Lesson Plan

I. BEHAVIORAL OBJECTIVES

Compare and contrast aspects of American life in the
50's, 60's, 70's and 80's for minorities.

Trace the gains of minorities in the civil rights
legislation and its enforcement.

II. MATERIALS

"I Have A Dream" , Stephen Oates

III. PROCEDURES

A. Motivational and Initiatory Activities

Offer a brief personal review of our memories of
Dr. King.

B. Developmental Activities

Review of philosophy of nonviolence in civil

disobedience.
Montgomery bus boycott
Nonviolent arrests
Hostility in Birmingham
March on Washington - "I Have a Dream"
Nobel Peace Prize

C. Culminating/Summarizing Activities
Discuss:

Minorities today

Desegregation of schools, neighborhoods, churches,
hospitals, housing and employment.

IV. EVALUATION

A. Procedures used to evaluate students' understanding
A subjective evaluation of fhe discussion
Written assignment: what gift has King given you?

William Chandler
Hilaire Modic
James Kuczek

Penn Hills Sr. High School
Pittsburgh, PA

311

SUBJECT AREA: Social Studies

GRADE : 1 -

Unit Plan

I . DATA

A. Topic: Martin Luther King, Jr.

B. Number of lessons: 2-3

II. GENERAL PURPOSE OF UNIT (GOAL)

To supplement textbook Information on the process of and
progress In the Civil Rights Movement during the 1960's

III. SPECIFIC BEHAVIORAL OBJECTIVES

To Identify and evaluate the techniques used by M. L.
King, Jr. to further the cause of Civil Rights in the
U.S.

IV. MATERIALS AND RESOURCES

Text: Rise of the American Nation
Library: King: A Critical Biography

Let the Trumpet Sound
Readings: Eyewitness: The Negro in American History
"Essay on Civil Disobedience" Thoreau

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A. Readings/Literature

Eyewitness: The Negro in American History

B. Audio-Visuals

If special program is presented on national t.v. or
PBS, it will be taped and used either in entirety
or appropriate portions.

VI . EVALUATION

A. Of students

Written essay

Roberta H. Dukes
Claypolnt High School
Brandywine School District
Wilmington, DE

SUBJECT AREA: English

GRADE: 11

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To Investigate and evaluate the techniques used by M. L.
King , Jr. to ensure that minority groups benefit from
th? Civil Rights guaranteed by the Constitution

II. MATERIALS

Text: Rise of the American Nation
Library: King: A Critical Biography

Let the Trumpet Sound
Readings: Eyewitness: The Negro In American History
"Essay on Civil Disobedience" Thoreau

III. PROCEDURES

A. Motivational and Initiatory Activities
Discussion of reactions to and feelings about times
when students were prevented from doing something
they felt they had a right to do because of factors
over whic*> they had no control

B. Developmental Activities
Reacting of text

Reading from Eyewitness and Thoreau by students
Oral reports from students on M. L. King, Jr . and

on Mahatma Ghandi's use of nonviolence as a

technique of power and change

C. Culminating/ Summarizing Activities

Dx cussion, evaluation, analysis. Review major
points. Review objective.

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Essay. Critically evaluate the techniques used by
Dr. M. L. King, Jr., to ensure minority
participation in the American dream. Include a
discussion of the reasons for these techniques.

Roberta Dukes
Claymont School
Brandywine School District
Wilmington, DE

SUBJECT AREA: Social Studies

GRADE; 11

Unit/Lesson Plans

I. BEHAVIORAL OBJECTIVES

Unit objectives for Civil Rights Movement:

To know that during the 1950 's black Americans took
action to secure for themselves civil rights equal to
those enjoyed by white Americans and that they were
aided in their struggle for civil rights by several
important Supreme Court decisions and by supportive
actions taken by the federal government

To know that while many Americans accepted the changes
brought about by the black struggle for civil rights,
there was strong opposition to the black civil rights
Movement In both the North and the South

To be able to define the terms civil rights, and
segregation and apply them to selections about the black
movement for equal rights

To be able to state the main points of three Important
Supreme Court decisions In the area of civil rights
Plessy v Ferguson, Sweatt v Painter, Brown v Board of Ed
Topeka, Kansas

To know what seemed to be some of the most important
problems facing many black Americans during the period
1960 to the present

To know what some black leaders thought should be done
to attack or solve these problems

To form and state an opinion about what should be done
to solve some of the problems still facing black
Americans and who should do it

II. MATERIALS

Text: Discovering American History

Pilmstrips on "Malcom X"; "Martin L. King: Rush Towards

Freedom" (Surveys Civil Rights Movement)
"Martin Luther King Jr.: Chronicle of A Dream," Time
and Education Program. 1985. (Available from Time Ed.
Programs, 10 N. Main St., Yardley, pa 19067 at
special rate of $7.95/unit)

314

333

III. PROCEDURES

A. Motivational and Initiatory Activities

B. Developmental Activities

Reading and discussion on relevant text materials

and Time Information
Viewing of filmstrips and discussion

C. Culminating/ Summarizing Activities

Student library assignment to evaluate some current
aspect of life for the blaclc American and report on
It

IV. EVALUATION

A. Procedures used to evaluate students 1 understanding
Exam

ERLC

Jim Stephenson
Gateway Senior High
Gateway School District
Monroeville , PA

315

SUBJECT AREA: Social Studies

GRADE: 11

Unit Plan

I . DATA

A. Topic: Civil Rights in the Fifties: Black

Americans face the future

B. Number of lessons: 7

II. GENERAL PURPOSE OF UWIT (GOAL)

The purpose of this unit is to trace the Civil Rights
movement since the fifties.

III. SPECIFIC BEHAVIORAL OBJECTIVES

List actions taken by black Americans to secure civil

rights equal to white Americans.
Cite actions taken by black Americans to secure equal

rights that had Supreme Court backing.

IV. MATERIALS AND RESOURCES

Fllmstrlp: "Search for Black Identity, Part I. Stand Up
for Truth"

Fllmstrlp: "Search for Blark Identity, Part II . A

Drum Major for Justice"
Record: "Plessy v. Ferguson (1896) Supreme Court Case"
Record: "Brown v. Board of Educ?tion (1954)"

V. ACTIVITIES TO CELEBRATE MARTIN LUTHER KING BIRTHDAY

A . Readlngs/Ll teratur e

B . Audio-Visuals
See above

VI . EVALUATION

A. Of students

Students will receive an objective examination at
the end of the unit of study.

Dr. Kenneth L. Stillwagon
Gateway Senior High School
Gateway School District
Monroeville, PA

SUBJECT AREA: Engl ish/L . A .

GRADE: 11-12

Lesson Plan

I. BEHAVIORAL OBJECTIVES

To have students understand the Importance of goals
To assess the impact of the goals and dreams of two men
of vision - Thoreau and King

II. MATERIALS

Thoreau, "Where I Lived and What I Lived For" (Walden)
King, "I Have A Dream" (speech - Famous Speeches )

III. PROCEDURES

A. Motivational and Initiatory Activities

Class discussion: the importance of one's
beliefs/one's dreams

B. Developmental Activities

Individually students list
Thoreau 1 s Reasons for Living
King's dreams

their own goals and dreams
Student reports - Thoreau 's impact and influence;
King's impact and Influence

C. Culminating/Summarizing Activities
Student compositions:

"Did M. L. King's Dream Come True?"

"Thoreau and I: Where I Live and What I Live ?ov u

IV. EVALUATION

A. Procedures used to evaluate students' understanding

Class participation in discussion/specific,
concrete detail in composition

Ruth Jordon

East Allegheny High School
East Allegheny School District
North Versailles, PA

GENERAL SUGGESTIONS AND PROJECTS

3.17

GENERAL SUGGESTIONS/PROJECTS CONTENTS

I. ELEMENTARY SCHOOLS

A. Givens - Red Clay/Wilmington

B. Hagarty - Red Clay/Wilmington

C. Reed - Red Clay/Wilmington

D. Williams - Red Clay/Wilmington

E. Garrett - Arlington/Pittsburgh
P. Wauer - Philip Murray/Pittsburgh

G. Pollack - Sunnyside/Pittsburgh

H. Clegg - William Penn

I. Hay - Woodland Hills

J. Cusick - Woodland Hills

II. SECONDARY SCHOOLS

A. OiBlassio - Red Clay/Wilmington

B. Muro - Clairton

C. Bevil - E. Allegheny

D. Violi - E. Allegheny

E. West - E. Allegheny

F. Schwerger - Gateway

G. Gateway School District Teachers

H. Osley - Peabody/Pittsburgh

I. Physical Education Dept. - Pittsburgh

III. DISTRICT PROJECTS

A. Murphy/Hrabek - Penn Hills

B. Heydt - Pottstown

'38

318

GENERAL SUGGESTIONS/PROJECTS

ELEMENTARY SCHOOLS

A. The activities listed below were part of our
celebration of Dr. King's holiday:

Hall Display : Picture of Dr. King with Langston Hughes 1

poem, "I Loved My Friend"
Computer Print-out: Banner, "Happy Birthday, Dr. King"

which was colored by students and displayed on

classroom wall

Scholastic News Booklet featuring Dr. King was read

and discussed by students and teacher
Social Studies Unit taught on Dr. King during which

students prepared activity booklets highlighting

events in his life

Book: The Picture Life of Martin Luther King, Jr., by
Margaret B . Young , was shared with students in one
classroom

Listening Activity: Record, "I Have a Dream"
Pictures : "Famous American Series , Dr . King et . al . "
displayed

Numerous worksheets relating to Dr. King's life were
completed during language arts periods

Joseph Givens, Principal
Forest Oak Elementary School
Red Clay Consolidated School

District
Wilmington , DE

First and second grade teachers presented a program in
our auditorium for the entire student body. Under the
direction of those teachers, students gave information
aboi/» Dr . King , sang songs relevant for that period of
his history, and presented an interesting program which
was video taped; the video tape will be available for
review for similar programs in the future.

In addition to coordinating the assembly program the
second grade teacher conducted group discussions with
the class , read them stories about Dr . King , showed
filmstrips about him, and involved his life in Social
Studies assignments.

3.10

319

Students were given a homework assignment to find out
anything they could about Dr. King and shared their
findings the next day with the class. They read and
discussed a two-page activity which provided background
about Or • King 's life and then cut out pictures, and
obtained information to form an eight page booklet about
him (MacMillan Seasonal Act. Packs - Winter Fest. , p. 5,
6. Dr. Martin Luther King Worksheets).

Students had a group discussion of who Dr. King was and
what he did to develop background information about him.
A teacher's aide talked to the students about her
experiences living during Dr. King's time and presented
a very interesting background • Students then made
booklets about Dr. King's life.

To commemorate Martin Luther King's birthday, another
class discussed the Dr. Suess story "Sneetches" as a way
to understand prejudice. They then discussed Dr. King's
life and ideas and made storybooks about him.

A third grade teacher showed a filmstrip about Dr.
Martin Luther King and played the "I Have a Dream" tape
to provide information for discussion about Dr. King's
life.

In another class, the teacher read portions of "The
Life and Death of Martin Luther King, Jr." to her class
and then discussed what blacks were not allowed to do
during that period of our history. The class then
discussed the "I Have a Dream" speech and the fact that
children will one day live in a nation where they will
not be judged by the color of their skin but by the
content of their character. Children shared their
feelings about the above concept with role playing to
make a deeper impression of those concepts . Most also
had watched TV spec i ? Is during the week and were
generally well informed about the life of Dr. King.

One class had excerpts from Scholastic News about
Martin Luther King read to them. They then wrote
paragraphs about whether Dr. King should have or
shouldn't have stood up for his rights, and did other
background reading about the life of Dr. King. They
also watched a film about the life of Dr. King.

Another teacher developed a bulletin board display in
the classroom with pictures and captions depicting
important events in the life of Dr. King. She also
taught five to six Social Studies lessons about Dr.
King: his life, his contributions to the Civil Rights
Movement, and why he is honored with a national holiday.

One fifth grade class had a discussion following a
lecture about the significant events leading up to Dr.
King's birth. After that the entire class read and
dl s cussed the biographical sketch of his life.
Emphasis was put on the major events which he
Influenced during his 1 If e ♦ Students were very
receptive and seemed to enjoy the lessons.

Another teacher showed the class a fllmstrlp about Dr.
Martin Luther King, had them listen to a segment of his
sermon "I Have a Dream" and discussed the content of
what they had seen and heard. Photographs taken by one
of the teachers of Dr. King's home and Freedom Hall were
shared with the class. During language arts class a one
page biography of Dr. King's life was provided to be
read Independently, followed by a quiz and crossword
puzzle relative to Information about the life of Dr.
King.

The special education students prepared a bulletin
board display In the second floor hallway. The
activity followed a classroom discussion. Since Dr.
King lived during our time. It was easy to relate events
from history that the teacher experienced. Students
also told stories they heard from their parents about
the political and social climate of the 60' s. Some of
the students used recess and time at home to research
facts about Dr. King's life. Notable quotes that
children can understand were displayed and pictures
from magazines about Dr. King and his family were added
to the bulletin board display.

The librarian provided books, fllmstrlps and tapes to
students and teachers and gave a ditto about Dr. King to
first grade teachers.

One Chapter I Reading teacher, read two chapters from a
biography of Dr. King to her students. The chapters
dealt with the Montgomery bus boycott about which the
youngsters knew very little. Their understanding was
Improved considerably after the teaching activities
conducted by our fourth and fifth grade teachers.

Another Chapter I Reading teacher led a discussion of
why we celebrate Dr . King' s birthday, used semantic
mapping to list words to describe "KING," defined the

341

321

term "dream" In relationship to Dr. King, and concluded
by having students do a creative writing activity about
"My Dream."

Contributing teachers:

Mrs. Duffy
Mr. Gallo
Ms. Hicks

Mrs • Muddeman
Mrs. Neel

Mrs. Pelaso

Mrs. Moore
Mrs. Mosley

Mr. Holsteln
Miss Lewis
Mrs. McManus

Miss Rockhill
Mrs. Stallings
Mrs • Thompson
Mrs. Volkers
Mrs. Werber

Aide : Mrs. Boyer

Mr. Edward Hagarty, Principal
Richardson Park Elementary
Red Clay Consolidated School

District
Wilmington, DE

The following details are submitted Including the
making of a video tape highlighting ln-school
activities which focus on this special occasion. One
teacher will be the narrator as the camera visits
several classrooms. The tape will be shared with the
classes, as appropriate, during scheduled library
periods (week of January 12). Theme: Happy Birthday to
You — An Observance of Brotnerhood.

The following schoolwide activities were observed in
commemoration of Dr. Martin Luther King:

January 16 - Over the school's public address system a
brief biography of Dr. King was read during Prime Time
by Mrs. Delols Booker, a fourth grade teacher.

January 19 - A play involving any interested student
was presented to all students In grades 3-5 about the
life and work of Dr. Martin L. King. This activity
was organized by Miss Cathy Richardson, teacher of the
Gifted and Talented.

Phillip M. Reed, Principal
William C. Lewis Elementary
Red Clay Consolidated School

District
Wilmington, DE

322^

342

January 19 - 12:30 p.m.

Bells rang and the entire school observed a mcment of
silence in commemoration of Dr. King.

Carolyn L. Williams, Principal
Marlbrook Elementary School
Red Clay Consolidated School

District
Wilmington, DE

The following materials have proven to be valuable
teaching aids:

1. "Black History Word Search and Quiz, " "Black
hi story Puzzle Pages , " "Famous People Rebus . "
Black Books Committee , Carnegie Library of
Pittsburgh, 1983, 84.

2. 'From the Back of the Bus," Ebony Jr. Magazine . (No
date supplied. )

3. Math coloring puzzles from reproducible pages. (No
source given. )

Ms. Helen Garrett
Arlington School
Pittsburgh Public Schools
Pittsburgh, PA

Read a story from library, discuss, and color
appropriate picture from a ditto master.

Mrs. Wauer

Philip Murray Elementary
Pittsburgh Public Schools
Pittsburgh, PA

343

Martin Luther King, Jr. "What's In a Name":

M Man of the Year, 1963 ( Time Magazine)

A American of the Decade, 1963 (Laundry, Dry

Cleaning, Die Worker's Int'l Union)
R Rosa L. Parks Award, 1968 (SCLC-Posthumously)
T The Measure of a Man , published in 1959.
I International publicity March on Washington, 1963
N Nobel Peace Prize Winner, 1?~4

L Loving father of four children - Dexter, Yolands,
Bernice, and Martin III

0 United many Negro people

T The Trumpet of Conscience , published in 1964
H Husband of Coretta Scott King
E Eloquent speaker

R Rusewurm Award, 1957 (National Newspaper
Publishers)

K Killed by an assassin's bullet - April 4, 1968

1 Ini' ed Bus Boycott, Montgomery, AL 1956
N Nor 'lent Civil Rights leader

G Gra* .^te of Morehouse College, Crozer Theological
Seminary, and Boston University

J John F. Kennedy Award, 1964
R Religious Baptist minister

Paul J. Pollock, Principal
Sunnyside Elementary
Pittsburgh Public Schools
Pittsburgh, PA

^24

344

Brief quotations from some of Dr. King's speeches:

M Minority "Almost always the creative, dedicated

minority has made the world better,"
A Altruism "What are you doing for others?"
R Racism "For too long the depth of racism in

American life has been underestimated."
T Thinking "Nothing pains some people more than

having to think, "
I Integratio n "The Negro's aim is to bring about

complete integration in American life."
M Negro Voting "One of the most significant steps the

Negro can take is the short walk to the voting

booth."

L Love "Love is the most durable power in the v irld."

0 Unity "There is amazing power In unity."

T Togetherness "We must all learn to live together or

we will be forced to die together."
H Hate "Let no man pull you so low as to hate him."
B Education "Education and learning have become tools

shaping the future . "
R Retaliation "The strong man is the man who can

stand up for his rights and does not hit back."

K King's Vision "I have seen the Promised Land."

1 I "I Have A Dream."

N Nonviolence "Nonviolence is a powerful and just
weapon . "

6 Greatness "Everybody can be great. You only need a
heart full of grace. A soul generated by love."

J J ustice "society must protect the robbed and punish
the robber . "

R Revenge "The old law of an eye for an eye leaves
everybody blind."

Paul J. Pollock
Principal

Sunnyside Elementary
Pittsburgh Public Schools

Classes select specific activities from suggestions in
packet distributed by the Pennsylvania Department of
Education.

Robert Clegrj. Principal
Park Lane School
William Penn School District
Yeadon , PA

325

345

Use the MLK Jr. curriculum packet with the theme "Let
Freedom Ring" (PDE) in Social Studies classes, to
celebrate MLK Jr. Birthday.

James B. "'ay, Principal
Edgewood Elementary School
Woodland Hills School Dist.
Pittsburgh, PA

Fourth grade students will learn of Martin Luther
King's persuasive power in public speaking through
reading and discussing his famous "I Have a Dream"
speech. They will then write their own speech
beginning with this same phrase he made famous.

Mrs. Carolyn Cusick
Richard Quinette, Principal
Rankin Elementary
Woodland Hills School Dist.
Pittsburgh, PA

SECONDARY SCHOOLS

A* Richard V. DIBlasslo attended the Or . Martin Luther
King, Jr. Celebration at Bayard Middle School. (It was
a truly moving experience In honor of Or . King and a
marvelous program celebrating Black History Month.)

Two major highlights of the program were the gospel
songs by Shirley Caeser, a grammy-award winner, and the
film "His Light still Shines . 11 Ms . Caeser 1 s
performance was very stirring. She Is a gifted artist.
Her explanation of gospel maslc was clear enough for all
to understand.

The film which dealt with Dr. King's life was also very
moving and well done* It was approximately thirty
minutes long. It showed Or* King giving some of his
most memorable talks with children's narration
Interspersed throughout. The film Is excellent and I
highly recommend It for a school assembly.

Richard V. DIBlasslo
Coordinator of Fine

Arts/Personal Studies
Red Clay Consolidated School

District
Wilmington, DE

B. "Skeeter," a Scholastic Sprint play on the life of Wllma
Rudolph , was presented at the PTSA Meeting . ( See pp *
329-30. )

Program for Women's History Month In PA: Children
presented women of all backgrounds, including Gwendolyn
Brooks, Alice Dunnigan, Lorraine Hansberry, Rosa Parks,
Fannie Lou Hamer, Madame C. J. Walker, and Fannie Marion
Jackson Coppln.

1. Rosa Parks, arrested In 1955 for refusing to give
up her seat on a Montgomery, AL bus to a white man.
Her action was the catalyst for 12 years of non-
violent protest led by the late Rev. Dr. martin
Luther King, Jr . , who called her "the great fuse
that led to the modern stride toward freedom."

2. Fannie Lou Hamer, founder of the Mississippi
Freedom Democratic Party In 1964, became a popular
speaker and a symbol of black determination to
overcome discrimination.

327

3. Harriot Tubman, the Underground Railroad's most
celebrated conductor, Is featured on the military
poster because she was the only woman In American
history to plan and lead a military raid.

On the night of June 2, 1863, as Harriet Tubman and
Col. James Montgomery led three gunboats of black
troop? up a river In South Carolina , the men
dispersed on either side of the river, burning
Confederate property and plantations and destroying
bridges . More than 700 slaves were freed as a
result of that raid.

4. Gwendolyn Brooks, the first black to win a Pulitzer
Prize for poetry.

5. Alice Dunnlgan, the first black female r.ewspaper
reporter given credentials to cover Congress.

6. Lorraine Fans berry, the first black woman to have a
play produced on Broadway ( M A Raisin in the Sun,"
1959) .

7. Madame C. J. Walker, worked for 18 years as a
washerwoman before Inventing in 1905 the "Walker
Method" for treating hair and her own line of
cosmetics. Madame Walker's company eventually
employed 3,000 people, earned lots of money and a
place In history — she was America's first black
female millionaire.

See Women's History Month In Pennsylvania, March 1986 .
Pennsylvania Dept. of Education, Division of School
Equity: Bureau of Educational Planning and Testing
(Bertha S. Waters). Direct Inquiries to Susan Mitchell,
Affirmative Action Officer, 503/504 Coordinator,
Education Building, 333 Market St., Harrisburg, PA
17126-0333.

Mrs. Sally L. Muro
Miller Ave. Intermediate
Clalrton School District
Clalrton, PA

. 34 S

328

t ' #

.-3L

•J;

She wa3 thi fa:;te« t woman rentier lu the world.
But her iree to the top wasn't easy.

Her* li WUa»* f
Hudolpb with
the ikrcc fold
tmdaU *b«
woo at the
ISdO 0!yn*pis
Claiuot

CHARACTERS
Whoa Rudolph
Mr0. Rudolph, her mother "
Westley. hrr Orcfhor
CUoton Gia.v. Wilms 's J)jg/i
school coac/i
£<t Tempi ini'ija''; oolite ouic-r
* i »i -

lft<.J<4#l'(£l

2 Narrator

NOVl*t»l* t l>. ltd . V

34f>

ERIC

NirrtUr The year Is 1044. The piece
ie Clarksvlllo, Teiineeeee Young
Wilms Rudolph hee bean very eick.
Her sickness bee left her with a bed
leg. At first, doctor* eey she may
never walk again. But Wilms'*
parente do not give up
Wllma (crying): 8top fussing with my
leg, Mama*

aire. Rudolph (wookting): Ueten to
mo. The doc tore eay that thero'a etill a
chance to save your leg. But it's
going to take time. We have to work
un your leg four times every day. We
have to move it and turn it to help it
grow strong again. So stop crying'
Wilms: I'm soiry. It's just that I jet
so tired Besides, maybe the
treatments won't work,
lire. Rudolph; They'll work We just
liave to try our hardest and make you
better.

Wllma: But how? We don't have much
'money. You and Dad work hard
enough juet keeping this big family
going.

lire. Rudolph: Don't worry. Wilma
Everything' will work out 1 know it
Narrator: W 11 mas leg starts to get a
hi tie stronger But Wilma'e parente
are not eatiefled. They know they
must work harder than before. They
teach Wilma'e brothers and sisters
how to work on her leg.
Wilms: Ouch 1 Stop hurting my log'
Mrs. Rudolph (to Wettley). Listen to
me, Westley. Do it right this time. Do
h the way I ohowed you
Weatloy: Sorry. Mom. (To Wj- 9 ma)The
k.riu are waiting outside. We're going
to pi.iy basketball. You can *atch!
Mrs. Rudolph (snuimg) W.ut Finish
your job here, children Then go play.

to 4 SCMOlAiTK SfllNT

Narrator-. K few years go by. Wilma'
leg gets stronger aari stronger A
special leg brace helps Wilma w«*jk
Now, even though ^ho limp.:,
can't sit still

Westloy (to his brathtrs) o:». iu 1
Here comes Wilma again. If trie 'hni
basketball, or no one wilt ^et a char
to play.

wllma: 1 hca*l that. Westloy 1 ni. k y
limp a bit But 1 try harder »hso u.v.
of you So give me the ten unu hit
play

Narrator: One day, Wilnw* *'i »t hvi
looks out ths w.ntfow and j:i u v Vu»:.
playing fayuJct4ba!l by hei •«!'
Suddenly, ahe that * I'-na is

not weaiim; hei sprrial to.if tr»t *
not bmputg

3o0

BEST CUI- .

Mrs Rudolph (worried) Wuma! What
are you doing?!

Wilma: •Vhmt doe* it look like? I'm
playing baskotball

Narrator: WUma ii now In high
eoliool. 8be to one of the lop playere
on the girle' basketball teem. One day
in practice, ehe tripe and fall*.
Coach Gray: Are you ail right,
Wilma?

Wllma {goiung up): I gueee I waent
looking where I was going.
Coach Gray (laughing): You're a
"akeeter" all right. Wilma. You're
bttle You're quick And you buzz all
over — juat like a mosquito!
Narrator: Before long. Wilma act* a
school basketball record — 803 point*
in 25 game* Soon, everybody haa
heard of "Skeeter." including Ed
Temple, a college track coach. One
day. ho come* to watch Iter play.
Coaoh Temple: Look at her move! You
know, that girl could be a runner

Coaeh Gray: I>> you think ao?
Coach 'foinple: Let nte put it this
way If you etart a girl*' track team,
you already have a elar.
Narrator. Soon. Wilma i* winning
race afW race for the new track
team. In her junior year. Coach
Temple invites her to work out with
the college team. But things do not go
well

Wilma (upset): I knew I wasn't any
good. I came in last in every race! ill
never get that scholarship.
Coach Temple; las ton, Wilma You
have bei-u running a;;uin&t some or
the best college runners in the
country If you work us hard as t'ley
do, you'll be that good, too — maybe
better 1 know you will And you
know it, too

Narrator: WUma trains very hard ail
summer All her work pays off At
the ago of 16. Wilm* quali'iob lor the
1906 Olympic team At the GainC& she
wins a bronze ineCal. But. in hc*r
mind, WUma knows she can do belter.

I *.

hovImHIp iri, ifM . i

Narrator: WUma is now 20 With the
help of Coach Temple, she ha* won a
college scholarship. Wilma has
become the fastest woman runner in
. Aroerk i. Is she the fastest an /where?
At the 1960 Olympic*. Wilma face*
the best runners in the world
>/ Announcer The winner of the

200-meter dash is . . WUma Rudolph
of theU.8.A!

Reporter: WUma, this is your second
gold medal. On Thursday, you race in
the relay. What can we expect?
WUma {Bmilinfr I don't know. Just
keep your eyes on the U 8. team.
Narrator: The 400 meter relay is
about to start. In the race, four
women run as a team, taking turns.
Wilms runs on the U.S team with her
teammates from college
/Announcer: They're off . The U S
is in the lead . . . Wait 1 The last
runner for the U.S got off to a bad
start It's Wilma Rudolph 1 The

German runner has passed her
But lock 1 Rudolph is catching up .
She's puttie? even . Now shr'a
ahead . She did it! Tl IE U.S TEA
HAS JUST SET A NEW RECORD!
Narrator: The crowd goes wUd .
Wilma win* her third gold medal Lu
the Olympic*. No American woman
haa ever done better. After the race
Wilma goes over to Coach Temple.
WUma (in tears). Thank you. Coach
Thank you for everytlur.g 1
Coach Temple: Ycu dont have to
thank me, Skeeter. All I ever did w.
make sure you did your best. (He
atnUes.) You did most of the work.
Narrator: It took Wilma Rudolph 0:
a second to cross the finish line tha
day But her race to the top started
year* before. Finally, at the age of :
ie proved herself • true chai ;pion

It • SCHOLASTIC f MINT

• *sh<

/ People called Wilma a true
J champion. Think of 6o.r.c rcj.jon
f why. Then describe comeon* you
\ think is a true champion

ft"** U* Am Ammc.ft %<ntt
*w Cif*« Oijrmp c com crw^ili

Although I do not teach a formal unit on race
desegregation, I do read my students two books by
Mildred Taylor, recipient of the Newberry Award: Role
of Thunder, Hear My Cry and its sequel, Let the Circle
be Unbroken which are fictional accounts of the life of
a black family in Mississippi in the 1930 's. The author
has stated that one of her reasons for writing the books
was to show the need for the Civil Rights Movement of
the 1960 's.

The 6th grade social studies book includes a unit on
India. During the study of Ghandi, I always point out
the fact that Martin Luther King patterned his
philosophy of passive resistance after that of Ghandi.
This leads to a discussion of the Montgomery Bus Boycott
and other events in the Civil Rights Movement.

Rosemarie Bevil
Westinghouse Middle School
E. Allegheny School District
N. Versailles, PA

General School Projects:

1. Visited the Race Desegregation Center of
Pittsburgh.

2. Obtained booklets for teachers and students.
(Provided for school)

3 . Obtained a 16mm motion picture of the 1 if e of
Martin Luther King.

4. Student made PA announcements on biack leaders.

5. Attended Martin Luther King church services in the
school communi ty •

6. Art Department:

Drawings of black leaders and famous inventors.
School wide displays of students work depicting
black leaders and famous black history dates.
(Bulletin boards and display case.)

7. Essay winners - teacher attended presentation at
Soldiers and Sailors Hall in Oakland.

8. School closed on Martin Luther King's birthday.

Carmen Violi, Principal
Westinghouse School
East Allegheny School Dist.
N. Versailles, PA

Holidays are set aside to call attention to special
people and events in our life. Unfortunately, many
times we feature the day and forget the message that the
day should transmit . Martin Luther King believed in the
dignity of each individual. Promoting the dignity of
each individual is an ongoing process and is furthered
by helping students develop a positive self-image. This
is not a one-shot process; it must be a long-range
project. The exercises suggested in the attached
materials are designed to develop self-image and promote
understanding of others.

Materials

Race and Prejudice (Teachers' Guide) from
Introduction to the Behavioral Sciences , Inquiry
Approach, Chapter 6, pp. 86-109, Fenton et al . , Holt,
Rinehart and Winston, 1969.

Topics :

The Biological Concept of Race

Race and Society

Race and Intelligence

Prejudice: A Case Study

How Children Learn Prejudice

How Prejudice Affects Young Children

How Prejudice Affects Adults

The Psychology of Protest

The Black and the Immigrant Experiences

Ghetto Rioters

Leo West

East Allegheny High School
East Allegheny School District
N. Versailles, PA

We cover the American Revolution in January, the month
Martin Luther King's birthday arrives. We use the
pamphlet referenced at times to show the emotional,
political, and social sides of a revolution, especially
the American revolution. The pamphlet looks at both
sides of the story. The final section is a modern story
- true, factual and comparative - which includes Dr.
King, "Bloody Sunday" and the "incident that turned
America inside out and upside down". The "Incident at
Pettus Bridge" is compared with the American Revolution
and Dr. King is presented as the Thomas Jefferson, the
George Washington, the "whomever" of his day, for
equality and justice to serve its end. His tactics, his
leadership, and his loyalty to freedom are all
emphasized during class discussion.

Materials

Pamphlet The American Revolution, Crisis of Law and
Change Public Issues Series Donald W. Oliver and
Pred M. Mewmann. Xerox Corporation, 1978

Selected article: "Incident at Pettus Bridge", p.
55-63. (Reprinted with permission of publishers)

W. Thomas Schwerger
Gateway Jr. High School
Gateway School District
Pittsburgh, PA

Incident at Pettus Bridge ,

JfUfiiZ 5?* "JST* ^ on J,^^ ^tetania. /< does

sy? m&ca asr* ^

4 COLD WW) mi b^ujng
as ^ie marchers about 626 of
tbem-lcft their eeoembty point ot
Browns Chapel Methodist Church.
They marched two by two. dmo
and women, young and old. car*
ryinf a peculiar assortment * of
packi and paper sacks, bedrolle
and blanket*. They wart aiming
for a /"ficult hike mora than 641
milcau m 8elma to Montgomery.

Alabama, in defiance of otwjre by
Governor George C. Wallace. The
Governor bad forbidden the march
ae a threat to public peace and
safety.

The Negro protect marchers
went the six blocks to fi/oad Street
without major incident Then they
turned toward Pettje Bridge, the
•lift of a four-lane highway to the
atata's capital city.

ANALOGY CASt

At the bridge approach they
pasead a duster of man, armed but
not in uniform. These were vol-
unteer members of t)» posse or-
ganised by Dallas County Sheriff
Jamee G. Clark. Jr. The long line
of marchers paaeed by quptly.

TS*n. beyond the bridge, they
eaw the MuVuniformed state troop-
ers/ standing ehouldcr-to-ehoulder
across the foil width of the high-
way. Tba troopers wore their
. white riot helmets, each marked
with the Confederate gag. Ae the
marchers moved forward, mors
slowly, the troopers pulled on gss
masks tod brought their night-
eticke to ready poeition. behind
them atood more poaaemen. includ-
ing a doaen on horseback.
•

THE NEGRO MARCHERS
came on, edging to within 60 feet
of the troopers' line.

"Halt."

The marchers stopped.

"This is Major John Cloud,"
said the voice coming over the
portable amplifying system. "This
is an. unlawful assembly. Your "
march is not conducive |o public
eafety. You are ordered to disperse -
and go back to your church or to •
your homes."

Hoece Williams, a civil rights
' ader, answered from the head
uf the marchers* "May we — *
a word with u»s major?"

"There is no word to be baa.

The same words were exchanged
twice more. 'Then the Major gave
an ultimatum:

"You have two minute* t , turn
around and go back to your
church."

; The marchers «d not move.
There was a tense moment of,ei-
Jenoe. 'Troopers. Advenes."

SUDDENLY, the line of treon-
. era bant into a hurtling wedge of
manpower. The marchers 9 front"
ranks toppled under the rush.
Their pecks and lunch baskets
spilled acroee the highway. Thoee
farther beck Jwoko into retreat,
then huddled together ae the
mounted pocecmon charged them.
Tear gas shells plopped into the
crowd, covering the eecno with
a cloud of grey smoke. Meet of the
Negro marchers ran,' coughing and
crying. The pocccmen .on the for
aide of the bridge fell in around
t oem, harrying them on the wild
return toward Browne. Chapel
Methotiet Church. On Sylvan
Street, where the church stands,
soms cJ (be marchers feeld their
ground again briefly. Sheriff Clark
and a half dozen of hie pocee
members were pelted with bricks
end bottles ae they tried to move
marchers hack into the church.

AT THIS POINT Captain Wil-
eon Baker r Sclma's Commissioner
of Public Safety, took a dangr.ous
stand. He moved in between the
two clashing groupe. holding off
Sheriff Clark end hie man while
he persuaded the marchers to go
into the church. ; ^

More than 60 of the marchers
* treated for injuries in an

^fcent,-y infirmary eet up in the
parsonage neit to the church. Sev-
enteen were taken from. there to
hospitals. Their injuries ranged
from eevere cute and bruises, to
fractured skulls.

357

AWALQCVCASS

D*. King r t eiet s r sd ae the

Negro guts* tw lo be

In tht century -old Hotel Albert in
Sefana. An angry white man sud-
denly pushed 119 to the hotel dock
and tried to strike oi the Negro
leads*. Captain Bakar personally
collared Iho attacks* and dragged
him lo o waiting patrol car.

The frst weeks of the
wart conducted with i
cartful alt m to Ssfana laws.
Negro mart m moved downtown
lo Iht courthouse in duttert of
about 20 each* Thut Ihty ttaytd
within the bounds of a 8eh*e law
which prohibited parades without
a permit. City poliot lot tho small
groups pass without iaterioienca.

CO
CO

ON FEBRUARY I Iht dem-
onstrators* patience ttamtd lo
crock. Dr. King addittttd 300
march e rs gathered outeidt Browns
Chaptl Methodist Church. And
this timt ht instructed thtm to
stay together.

Tht ilt of marchers had font
thitt blocks whtn Captain Bakar
stopptd thsm.

'This is a deliberate attempt to
violate tht city's parade ordi-
nance/ 4 he said. "You will how
to break up into small croups."

Or. King replied: "We don't seel
that we're disobeying any law. Wt
Cstl that wt faavt a constitutional
right to walk down to the court*

The marchers moved ahead.
_They went two more blocks be-
fore Captain Baker intervened:
"Each and every one of you is un-
der arrest for parading without a
permit."

Mors than 260 of tht lumbers,

including Dr. King, went lo JsiL
Most of them were released without
-bond tp await trial later. Dr. King.'
however, declined to pay tht 1200
bond required of o sjonwgidswl.
fie began a ive-dsy itey.

Meanwhile, mora than MO Ne-
gro students were skipping school
to picket Iht courthouse. 8b*riff
Clark let them walk a lew minutes
in tht cold drink. Then ht re>
minded thct* of a law barring dem-
' onsteations while a court wae in
si s sion . He read 'an order Mfae
Circuit Judge James A. Hart, tell-
ing Iht pickets to disperse.

Tht 'students answered with a
verse from a dvil rights song,
"Ain't Gonna Let Nobody Turn
Me 'Round." The shtrif than took
87 of the pickets and their leaders
before Judge Hare. The judge
ined them and gave them fve-day
jail se n tences for contempt of
court. Hundreds of other student
demonstrators were taken to an
emergency court, set up in an old
armory. Most of them refused to
sign identification slips. They
chose instead to be taken lo one
of the penal camps which had
been established in the Sslma area '
to take tht jail overflow.

THE ARRESTS mounted day
^by day after that until they ap- *
preached a total of 3,000. The law
termed to be stretching more on
both sides. Sheri? Clark arrested
hundreds of students who broke
from their line of march and ran
through alleys toward the court-
house. He arrested hundreds mom
who stood outside the courthouse
serenading him and his posse mem-
bers with civil rights songs.

ERLC

FOR SELUA*S

of Public Ssfoty. this day (newt-
mtn labeled it "Bloody Sunday")
marked the violent failure of an
arduous two-month task. Captain
Baker's forces had bsen Sjlmost
ovstwhslmsd by tht purposeful
law-breaking of civil rights demon-
strators. Yet he and hie cHy po-
licemen had bsen denounced by
some local and elate leaders for
their "weak" tactics.

Early in January Dr. Martin
Luthsr King had announced tht
eslaction of Sslma as a "target
city." Congress was awaiting a
new bill proposing stronger fodsral
enforcement of lbs rights of Amer-
icans to register and vote. Dr.
King, head of the Southern Chris-
tian Leadership Council, said that
hs wanted to dramatise the voter
registration issue by nonviolent
methods. Only a month earlier he
had bsen honored in Norway with
the 1964 Nobel Peace Prize, award-
ed for his Isadership uTnonvio-
Isnt civil rights protests.

Sslma. many observers agreed,
wae a ripe tergal. Half of ite 28.000
people ware Negroee. But fewer
than 860 msn and woman from
this Negro population had bsen
registered for . voting up to the
time Dr. King arrived. The Coun-
ty Board of Registrars was
charged with taking undue time at
ite sessions in processing the ap-
plications of Negroes/ The regis-
trar- were also accused of impos-
ing especially difficult tests of
reading and writing on Negro ap-
plicants while white applicants
had easier going.

Martin Luther King promised
at one point "to turn Selma up-

sids down and inside out in i
to make it right side up.
' "If Negroes could vote.?* he told
die tally, M theta would be no Jim
Clerks. Thsre would be no oppres-
sive poverty directed against Ne-
gross. Our children would not be
crippled by esgrsgated schools, and
the whole community might live
together in harmony. . . . The en-
tire community will Join in this
protest and we will not relent un-
til there la a change in tht voting
proceso and tht osttbUehmsnt of
a democracy. 9 ''

THE TACTICS of the t an-
paign were weU eetaMiehed. Large
numbers of Negro applicants
would put constant* pressure on
the Board of Registrars. If arrests
began, the dsmonstmtions would
go on until the jails wen ilkd and
overflowing. The object was lo
keep the voting situation before
the eyes of Selma and the nation.

"They don't want lo arrest us/ 9
said one young Negro worker. "We
want lo make them arrest us."

Gapf'in Baker, however, wae
perfectly willing lo make any and
all arrests that were indicated by
what he called "the latter of the
law." Hie strategy, worked out in
agreement with many.' though not
all. of Selma'a chief officials, sug-
gested that |be law would not be
stretched lo atop demonstrations
more quickly. The agreement also
oonfined Sheriff Clark'' area of op-
eration to -the {hulas County
Courthouse, location of the Board
of Registrars ofiice.

Sclma'a official city policy of
calm law enforcement seemed to
work effectively. On January 18

359

I*. Kkff regielsrod as the fret
Nigra gucet mrtok admitted
to the century*' Hold Albert ia
8elma. Am angry white man Mid*
denly pushed opto lite hotel desk
and tried to strike at the Negro
. leader. Capteia Baker personally
collared the attacker aacl dragged
him la a uneiting patrol car*

Tha iret week* of the campaign
were conducted with a similar
careful attention to Sehna laws.
Negro marchere moved downtown
to tha eewrthoaw in chaateta of
about 30 each. Thua thay alayad
within the bounds of a Selraa law
which prohibited parades without
a pcrjnit. City polka 1st tha mall
groupe paaa without interference.

ON FEBRUARY I tha dam-
£ onstrators' petiez.* seemed to
o> crack. Dr. King addiaaaad MOO
anarchars gathered outaida Browns
Chapal Methodiet Church. And
this tima ha instructed tham to
etay together.

TU fla of marchers » d gona
thiaa blocks whan Captain Bakar
atoppad than.

"Thie is a dalibsiate attempt to
violate tha city's pamda ordi-
nance." ha arid. M Vou will have
to biaak up into small groupe."

Dr. King sapliod: "We don't feel
that we're disobaying any law. Wa
feel that wa hava a oonstit tional
right to walk down to tha court-

Tha marchers mov*d ahsad
.Thay want two mora blocks be-
fore Captain Bakar intervened:
"Each and avary one of you is un-
dar arrast for parading without a
permit."

Mora than 260 of tha marchers.

including Dr. Kin* want to fot '
Moat of tham wan weaned without
bond V» await trial later. Dr. King;
bowavar # declined to pay tha $200
bond raquirad of a r>
Ho began a iva-day stay.

Meanwhile, more than 600 Ne-
gro students ware skipping school
to picket tha court hours. Sheriff
Clark let them walk a lew eniautee
in the cold drinle. Than ha re-,
minded tham of a law barring dam-
ooatmtiona while a court waa in
session. Ha read 'an order Mb
Circuit Judge James A. Hare, tail-
ing the pickets to disperse.

The 'students answered with a
torea from a civil rights sang,
"Ain't Gonna Let Nobody Tfcirn
Ma "Round." Tha sheriff th an took
17 of the pickets and their leaden
before Judge Hare The judge
ined tham and gave tham £ve-<ky
jail aantencee for contempt of
court. Hundreds of other student
demonstrators ware taken to an
emergency court, set up in an aid
armory. Moat of tham ref-jaed to
sign . identifcatjon slips. They
choce instead to be taken to ona
of the penal camps which had
bean established in tha Sclma area *
to take tha jail overflow.

THE ARRESTS mounted day
"*by day after that until thay ap- *
proached a total of 8.000. Tha bw
aaejned to be atratching mora on
both aides. Sheriff Clark arrested
hundreds of students who broke
from their line of march and ran
through afltyt toward the court-
house. He arrested hundreds mora
who stood outside the courthouse
aerenading him and his possj
bsrs with civil rights songs.

ERLC

360

FOR SELUA*S ~*rrfirnrr
of Public Safety, thia day foewe-
man labeled it "Bloody Sunday")
marked the violent feihire of an
arduous two-month teak. Cfcptaia
Baker's forces had been qbnoet
• overwhelmed by tha purposeful
law-breaking of civil righte demon-
strators. Yet ha and hie dty po-
liceman had been denounced by
coma local and state leaders for
their "weak" tactics.

Early in January Dr. Martin
Lather King had announced the
—>ft ion jf Selma aa a "target
city." Congress was awaiting a
new bill propoeing etronger federal
enforcement of tha righte of Amer-
icana to register and vote. Dr.
King, head of tha Southern Chris-
tian Leadership Council, eaid that
he wanted to dramatise the voter
registration issue by nonviolent
methods. Only a month earlier he
had been honored in Norway with
tha 1964 Nobel Peace Prise, award-
ed for hie leadership in' nonvio-
lent civil righte protests.

Selma. many observers agreed,
waa a ripe target. Half of its 28.000
people ware Negroes. But fewer
than 860 man and women from
this Negro population had been
registered for. voting up to the
time Dr. King arrived. The Coun-
ty Board of Registrars was
charged with taking undue time at
its eeaeioM in processing the ap-
plications of Negroes.' The regis-
trars ware also accused of impos-
ing especially difficult tests of
reading and writing on Negro ap-
plicant ta while wuite applicants
had easier going.

Martin Luther King promised
at one point "to turn Selma up*

■

aids down and inside out in order
to make It right side up.
1 "If Negroea could vote.?* he told
one rally, "there would be no Jim
Clarke. There would be no oppres-
sive poverty directed against Ne-
groea. Our children would not be
crippled by aegreasted schools, and
the whole community might live
together in harmony. . / . The en-
tire community % ill Join in this
protest and wa will not relent un-
til there ia a change in the voting
, process and the establishment of
a democracy."

THE TACTICS of the cam-
paign ware wail established Large
numbers of Negro applicants
would put constant pressure on
tha Board of Registrars. If arrest*
began, the demonstrations would
go on until tha jails were Ailed and
overflowing. The object waa to
keep the voting situation before
the eyes of Selma and the nation.

"They don't want to arrast us."
eaid ona young Negro worker. "We
want to make tham arrest us."

Captain Bakar. however, was
perfectly willing to make any and
all arraete that ware indicated by
what ha celled "the letter of the
law/' Hie strategy, worked out in
agreement with many, though not
all. of Selma's chief officials, sug-
gested that the law would not be
stretched to atop demonatrations
more quickly. The agreement also
confned Sheriff Clark's area of op-
eration to 4he Dallas County
Courthouse, location of the Board
of Registrars office.

Selma's official city policy of
calm law snforcemeatn seamed to
work effectively. Oir ftnuary 18

3G\

6. Gateway Senior High School used a variety of materials
in Social Studies classes including:

March 1986, Women's History Month In PA , Waters,
Bertha S . Division of School Equity , Bureau of
Educational Planning and Testing, PA Dept. of Ed.
Direct Inquiries to Susan Mitchell (See page 328 for
address. )

Martin Luther Kino, Jr.: His Life and Dream .
Intermediate Level. Glnn and co., 1986. (Also used
for intermediate grades 1 social studies classes.)

In addl tion , seni >r high students participated in
assembly programs held during their social studies
periods, which Included student presentations and
communl ty speakers . See news article and program
attached.

Faculty

Gateway Jr. High School
Gateway School District
Pittsburgh, PA

Gateway observes King's birthday

MONROEVILLfc— Stud-
cots it Gateway Senior
High School recognized the
tatkxa) boikhy and birth-
day of Martin Luther Klog
Jr. at a aeries of presenta-
tions through their social
Studies classes.

According to Walter
SakaUc, director of secon-
dary education a!
Gateway , students in each
of the district's school,
received special instruc-
tion in their Exr'ih and
social studies dasse* about
Dr. Uag and the dial

rights movement. '

High school students at-
tended an assembly in the
school's . ludttorium during
their scheduled social
studies period. Sakaluk
said the presentations
given by 12 students* ran
throughout the da?,

Oarryl Bundtige, junior
dsss president, served is
master of ce re m o ni e s for
the program. Be introduc-
ed a King Foundation
fllmstrip, "King: The Han
and His M eanfaj," follow-
ed by six students' reading

philosophical <|uotes from
King's speeches and writ-
ten works.

Sophuunno class presi-
dent Kefy Jackson then in-
troduced mtcbd Mckob,
who spoke of King's
background, Us life and
tfcebtoth of the dvil rights
movement. Or. Nksois, a
former teacher and educa-
tional administrator, now
is a miniater in
Brsckenridge, Pa.
. Sakaluk sakt M I was im-
pressed with it Hie whole
program was done very

professional."

George Vurgich, high
scnooi principal, worxeo
with a committee of sodal
studies teachers, rcpresen-
tattves of the NAACF and
three residents, Myra
Brenttey, Reggie Jackson
and Robert Spencer, to
coordbste the program.

"The students were very
responsive to the program.
They were very sincere *n
their presentations and the
program, itself, was
done/' Sakaluk said

337

GATEWAY SENIOR HIGH SCHOOL

PRESENTS

S -LET FREEDOM RING*

A TRIBUTE TO

DR. MARTIN LUTHER KING, JR.

9 January 15, 1987

JC363 AUDITORIUM

LET FREEDOM RING

Let freedom ring from the prodigious
hilltops of New Hampshire. Let free-
dom ring from the mighty mountains of
New York. Let freedom ring from the
heightening Alleghenies of Pennsylvania I

Let freedom ring from the snowcapped
Rockies of Colorado 1

Let freedom ring from the curvaceous
peaks of California!

But not only that? let freedom ring
from Stone Mountain of Georgia 1

Let freedom ring from Lookout Mountain
of Tennessee 1

Let freedom ring from every hill and
molehill of Mississippi. Prom every
mountainside, let freedom ring.

When we let freedom ring, when we let
it ring from every village and every
hamlet, from every state and every city,
we will be able to speed up that day
when all of God's children, black men
and white men, Jews and Gentiles, Pro-
testants and Catholics, will be able to
join hands and sing the words of the old
Negro spiritual, "Pree at Last I free at
last! thank God Almighty, we are free
at last!"

Martin Luther King, Jr.

364

GATEWAY SENIOR HIGH SCHOOL
PROGRAM

LET FREEDOM RING

Program Introduction Darryl Bundrige

Masters of Ceremonies Jr. Class President

Filmstrip King: The Man and His Meaning

Student Presentation of
Relevant Philosophical Quotes by
Dr. Martin Luther King, Jr.

o> Kira Harris Jeff Beyers

<o Al Lardo Sara Coleman

Marcus Lien Steve Henderson

Robin Mungo Tracy Jackson

Mike Shock ley Dina Page

Susan Wright Nicki Stevens

Presentation of Kelly Jackson

Guest Speaker Sophomore Class President

Guest Speaker Dr. Mitchel A. Nickols

365

THE MAN - Dr. R-rtin Luther King, Jr.
•Let no man drag you so low as to hate 99

Dr. King vas born in Atlanta , Georgia ,
January 15 , 1929 into a family with tradition
of concern for civil rights.

He received a degree from Morehouse College in
1948, Bachelor of Divinity Degree from Crozer
Theological Seminary, Pennsylvania in 1951, and
his Ph. D. from Boston University in 1955.

In 1955 he was elected president of the Mont-
gomery Improvement Association.

Dr. King formed the Southern Christian Leader-
ship Conference in 1957.

August 26, 1963, he spoke to 200,000 people at
the Lincoln Memorial and delivered the famous
"I Have a Dream" speech.

In 1964 he was awarded the Nobel Peace Prize.

In 1967 he spoke out against tlv? war in
Vietnam.

He was assasinated on April 4, 1968 in Memphis. ••
while on a mission of nonviolence.

He is survived by his wife, Coretta Scott King
and four children.

366

Development

In 1983, a Committee of teachers was created to prepare
activities to commemorate the observance of the birthday
of Martin Luther King, Jr.
Project/Program

In January of 1984, student volunteers and
community resources combined efforts to sponsor an
all-school assembly program observing Dr . King's
birthday. At this assembly we inaugurated the
Annual Dr. Martin Luther King, Jr. Award. In the
following years, we have observed the birthday
through class activities throughout the year and
the Dr. King Av ard is a permanent feature of our
graduation exercises.
Materials/Resources

Announcements, notices and programs relating to
assembly and activities. Audio-visual resource
list. Suggested activities for classes.
Activities

All -school assembly; related classroom activities
and presentations; Dr. Martin Luther King Award;
Essay Contest. (See below for communication sample
to teachers. )

"There will be an assembly on January 16th to honor the
memory of Dr. Martin Luther King, Jr. The th^me of this
student written assembly will be: "Dr. Martin Luther
King, Jr., American: A Man for All People." In order
to emphasize the importance of the message of this
presentation, and to utilize its educational
potentialities, we are asking all History, Social
Science, and English teachers to cooperate in conducting
interdisciplinary activities that reflect this theme in
the days preceding and following the program. To th^s
end we offer some suggestions and comments that may
prove helpful to your efforts to integrate this theme
with your planned lessons for that period.

The school is sponsoring an essay contest on the
subject of Dr . King. Please promote this contest in
your classes. It may be possible to spin off other
activities from this essay.

A number of films have been ordered for the weeks of
Jan. 9th and Jan. 16th. Please consult Mr. Donaldson
or members of our committee as to their availability.
Check also the annotated descriptions of these films in
the 1981-82 AV Catalog. The films ordered are listed
below.

340

3r\ ►

Martin Luther King Jr.
Martin Luther King Jr. :

MP3058139

A Man of Peace
Martin Luther King Jr.:

MP3058137

Montgomery to Memphis
Martin Luther King Jr. :

MP3058131

The Assassin Years
Equal Opportunity
Great Rights, The
Hangman , The
Speech and Protest
Certain Unalienable Rights
Speaking: Your Communication

MP3005818
MP2582144
MP2058238
MP2005893
MP2057060
MP057062

Skills

MP042539

Combine an English Class and a History Class to view
some of the films. The subsequent discussion could
utilize elements of both disciplines. "The Hangman"
would be a good example. The two class ideas can be
adapted to many of the suggestions that follow.

Exchange classes with another teacher. The Social
Science teacher can lecture on the historical or social
background of the subject, the English teacher can point
out literature or writing that reflects the values of
the historical period under study.

Exanine some of the speeches of Dr. King. The library
has a number of these on records and in books. Discuss
his ability to mix quotations from the Bible with
statements from famous and well known American speeches
or documents. Define the word metaphor. Give examples,
then listen to King's Detroit speech. Ask students to
identify the metaphors. Discuss the effectiveness of
King as a speaker. what elements of good speech making
are found in his orations? Compare his persuasive
speech with others found in Literature - Ibsen's Enemy
of the People .

Have students research the academic credentials of Dr.
King. Discuss his scholarly background.

Direct student library work on this theme to emphasize
subject (content) or skills. Reader's Guide assignments
can recount a current or contemporary accounts of 2r .
King's activities. Be sure to have students examine
allied topics such as dissent, non- violent
demonstrations, Gandhi, and Civil Rights, in all of
their 1 ibrary work. Students may be directed to the
encyclopedias to prepare oral reports that permit
comparisons of personalities - Dr. King with other
famous Americans.

Use student reports on Dr. King as basis for comparison
with characters from literature . Did events shape the
man, or did the man shape his time? What qualities does
the hero display in literature? Did Dr. King exhibit
these qualities?

Pass out individual volumes of encyclopedias to members
of a class. The topics should fit the theme - Civil
Rights, dissent, etc. Students are to read their
articles and locate ten facts. These facts are then to
be written down in their own words in complete
sentences • These ten sentences can then be used as the
basis for a very brief essay on the topic.

A cartoon handout accompanies these directions. It is
meant to provide factual information and some guide for
classroom discussion.

Timeline to use in discussions:

1500 - First African Slaves brought into America
by Spanish.

1600-1776 - Numerous slave revolts occur in
Colonies.

1 630 - Abolit ion movement set up in U.S. They
start Underground Railroad.

JIM CROW PERIOD.

1857 - Dred Scott decision
1860 - Civil War

1863 - Lincoln issues Emancipation Proclamation.
1868 - After Civil War Southern States issue Black
Codes .

PERIOD OF LEGAL SEGREGATION
1896 - Plessy vs Ferguson

1896-1954 - Segregation is the law in the South and
the practice in the North.

CIVIL RIGHTS PERIOD

1954 - Brown vs Board of Education

1956 - Montgomery Bus Boycott begins direct action
period of Civil Rights movement.

PERIOD OF BLACK NATIONALISM

1966 - Rise of Black Nationalism affirmation of

self dignity "Black is Beautiful.' 1
1967-1970 - Riots erupt in the cities

PERIOD OF CHANGE
1970 to present

The suggestions listed above are just that,
suggestions. Please accept them in the spirit 1 which
they are offered. The* are hints to spark y r own
creativity. Join us in making this commemoration an
educationally viable experience."

Lawrence Osley, Principal
Peabody High School
Pittsburgh Public Schools
Pittsburgh, PA

343

37o

QPPQKRJNITY ?

[inn: nppmmjNnv ; cotuitiqn:

WHAT? ESSAY CCNTEST. WHY? BIRTHDAY OBSERVANCE; DR. MARTIN tuTHFR KING. JR.

m MY ENTER? ALL STUDENTS OF PEABGDY HIGH SCHGOLCGrades 9 through 12)

• ******* * * * * * * * **** * *

THEME FOR 1984 OBSERVANCE: D.». Martin Luther King, Jr., American: A

Mart for All People

ESSAY QUESTION: Does the period make the man, ?r does the man make the period?
Personality Referent: Dr. Martin Luther King, Jr.

In approximately 500 words , from the question above , write the essay.

PROCEDURE

1. Decide upon an approach to the essay.

Example: "The Period Made the Man." or "The Man Made th#i Period 11 —

or "The Man and the Period Were Interwoven."

2. For specific details , do adequate research into the life ..id works of Dr.
King and the period in which he made hia profound impact on the thinking of
the world.

3. In rifing the essay, *dhere to the usual standards tor composition writing.

a. Write a clear introduction.

b. Give specific details.

c. Use standard grammar.

d. Vary sentence structure.

e. Employ a style that will create intfcr'st.

f. Use transitions to achieve :oherenc<* throughout the essay,
h. Write from the third person point f view.

4. Us- standard roanui* .pt form.

a. Type and double space oi. ih by li in. paper.

b. Leave one inch margins ( top, bottom, and sides of paper.

c. Type a title p*&e Is'uow creativity ):

1. Inf carnation: Title, name and homeroom, school, date

2. Art work (appropriate to complement essay)

3- DEADLINE: JANUARY 3, 1984, 2:30 P. M.

NCTJS : SUBMIT r\ ESSAYS TO MRS. GEORGE, ROOM 240 .

AWARDS

FIRST PRIZE: $25.00 SECOND PRIZE, $15.00 ^ *RD PRIZE, $10.00

NOTE: THE AWARDS WILL BE ANNOUNCE AND PRESENTED DURING THE ASSEMBLY ON
JANU/^Y 16, 1984, PERIOD 3.

FOR FURTHER INFORMATION, CHECK ' Mrs. George, Mr. Corczyc*. Mr. Miller,
Mr. Osley, or Ms. Turner .

344

O ( j

ACKNOWLEDGEMENTS

Gueit Soloist

Ms. Maggie Stewart, singer and actress, received
the bachelors and the masters degrees in fine arts
from Carregie-Mellon University. She has appeared
o:> Broadway several times and she is Presently em-
ployed with the Yuhl Brynner Show.

Guest Piano Accompanist

Ms. Alicia George, 1982 Peabody High School Hall
of Honor graduate, is a sophomore at Syracuse University,

Script Writers and Narrators

Maureen tateiy J. Anthony Graves Erin Patton
Abigail (Abbie) Perlman Robert Schmertz

Ar t

o» Shandre Williams

Music

Peabody High School Band: Mr. David Singer, Director
Student Soloists: Mrs. Jullianne Daller, Colcf.

Propran Printing
Fionas leslovich and Students

Technical and Sta^e
Mr. Michael Fedak and Stage Crew

Video Tap^np
Mr. Leonard Donaldson and Media Crew

Faculty Committee

Mrs. Alethia George
Mr, Robert Gorczyca

Mr. Woody Miller
Mr. Larry Osley

Ms. Alice Turner

USURS: MEMBERS OF THE NATIONAL HONOR SOCIETY

372

FIRST ANNUAL ASSEMBLY PROGRAM

Observing the Birthday

MARTIN LUTHER KING,JR.

Monday, January 16, 1984

Written mmi *n4mt+4
•r IttMoats
ef

SIS ■ . ligfcUW
rittttergt. NmyUeeie IS;

373

PROGRAM

TflL...\- MARTIN LUTHER KING, JR., AMERICAN; A MAN

FOR ALL PEOPLE

Presiding: Robert Pinno

PRELUDE: Medley of Patriotic Songs P. H. S. Band
Mr. David Singer , Directing

PURPOSE OF PROGRAM: Ted Wins con

SOLO: "Let There Be Peace on Earth"
Angela Walker, Soprano

PRESENTATIONS TO ESSAY AWARD WINNERS AND ANNOUNCEMENT
OF FUTURE AWARDS

INTRODUCTION TO NARRATIONS

SOLO: "The Greatest Love of All"
£ Jeffrey Gray, Baritone

NARIATION I

bJLO: "Impossible Dream"

Jeffrey Gray

NARRATION II

SOLO: "Ride On, King Jesus" hall Johnson

Ms. Maggie Stewart, Guest Soprano

NARRATION III

SOLO: M I1 You Believe"

Ms. Stewart

CONCLUSION

SOLO: "Lift Every Voice and Sing" J. W. & R. Johnson

Ms. Stewart

POSTLUDE: "Star Spangled Banner" P.H.S. Band

LIFT EVERY VOICE AM) MNG

L'ft every voice and sing, Till eurth and heaven ring

Ring with^the harmom j of Liberty
Let our rejoicing ris* Biyh as the listening skies,

Let it resound loud as the rolling sea.
Sing a song full of the faith that the dark

past has taught us
Sing a song full of the hope that the present has

brought us;
Pacing the rising sun of oar new day begun.
Let us march on till victory is won.

Stony the road we trod. Bitter the chast'ning rod
Felt in the days when hope unborn had died.
Yet with a steady beat, Have not our weary feet

come to the place for which our fathers sighed?
We have come over a way that with tears h?s been watered
We haw* come, treading our path thro th<* blood of

the laughtered,
Out of Jie gloomy past. Till now we st,\nd at last
Where he* bright gleam of our bright star is cast.

God of our weary years, God of our silent tears,
Thou who hast brought us thus far on the wayt
Thou Who hast by Thy might, led us into the light,
Keep us forever in the path, we pray.
Lest our feet stray from the places, our God,

where we met Thee
Lest our hearts, drunk with the wine of the world

we forget Thee
Shadowed beneath Thy hand. May we forever stand.

True to our God, True to our native land.

DR. MARTIN LUTHER KING, JR.
(Higher Education)

Dr. King graduated from Morehouse College, Atlanta, ,
Georgia. He studied at the Crozer Theological- Seminary,
Chester, Pennsylvania. After further study at the
School of Theology at Boston University and Harvard
University, he received the Ph. D. Degree froa Boston
University. He was named MAN OF THE YEAR by Time Maga-
zine, and in 1964 he was awarded the HOBEL PEACE PRIZE.

375

MARTIN LUTHER KING AWARD
SAMPLE LETTER

Dear Colleag .3,

In 1904 our committee was created to honor Dr. Martin
Luther King, Jr., and to keep alive the memory of his
contributions to American society. In line with this goal,
and in keeping with our desire as educators to develop good
citizens at Peabody, we initiated the DR. MARTIN LUTHER KING ,

,:r. award.

This award is to be presented annually to a senior whose
actions while a student at Peabody best epitomizes the
qualities displayed by Dr . King as an American, and as a
symbol for all peopl t , in all times . These qualities are
JUSTICE, TOLERANCE, COURAGE, INTEGRITY, AND INTELLECT. Last
year's winner, Michelle Scott, truly exemplified these
qualities. She is an excellent model of the type of student
that we seek to honor.

We are therefore asking each of you to help us find such
a person this year. Do you know of a senior who displays
these qu lities? BLACK OR WHITE, MALE OR FEMALE ... ANY
QUALIFIED STUDENT IS ELEGIBLE! If you know of such a person,
please write a brief description of his/her qualifications
(actions and activities) and place it in Mr. Osley's mailbox.
Kindly submit all nominations by noon on Friday, May 16 . As
you know, the winner will be announced at the graduation
exercises and will be awarded a plaque that identifies this
accomplishment .

We need your help in the selection of this truly
deserving student. Thank you for your cooperation.

Respectfully requested ,

The Committee for the

Observance of the Birthday

of Dr. Margin Luther King, Jr.

347

37?:

Awareness of Martin Luther King, Jr. 's .Influence on the
Black athlete. The student will understand the steps in
achieving a goal. The student will understand that the
philosophies of Martin Luther King can be applied to
athletics .

Physical Education Dept.
Allegheny Middle School
Pittsburgh, PA

DISTRICT PROJECTS

A. Penn Hills School District libraries provide displays
for and loan materials to classrooms and teachers in
commemoration of Martin Luther King's birthday and Black
History Month, Each libra ry provides di f f erent
materials and distributes booklists, and other flyers
each year.

Selected materials suggested by Senior High School
Library:

Frank, Gerald, An American Death.

King, Coretta, My Life with Martin Luther King, Jr.
Garrow, David, The FBI and Martin Luther King, Jr.
Faber, Doria, The Assassination of Martin Luther
Kins, Jr.

King, Martin Luther, Why We Can't Wait.

King, Martin Luther, Stride Toward Freedom.

Miller, William R. , Martin Luther King, Jr: His Life,

Martyrdom and The Worlds (cl968)
Lewis, David L. , King, A Critical Biography (cl970)
Oates, Stephen B., Let the Trumpet Sound, the Life of

Martin Luther King, Jr. (cl982)

Mrs. Diane Murphy

Mr. Louis Hrabek

Penn Hills Sr. High

Penn Hills School District

Pittsburgh, PA

B. A Martin Luther King packet was organized to enable
each principal to de/elop a two week ongoing gallery
type display in each school building to develop interest
in Martin Luther King's Birthday as a patriotic holiday,
and to develop awareness of the many facets of King's
role in advancing civil rights.

NAACP , Fellowship ;? arm, 1 ibraries , individual achers ,
and as many other places as possible were contacted to
obtain visual or easily readable material about King.
The packets a lso included King quotations done in
calligraphy.

A packet of materials , all mounted as posters , was
developed. These materials were mounted on red, white,
or blue cardstock and then laminated. There were at
least 25 posters in the collection.

349 2^

Building principals were encouraged to display these
materials in the lobby of their individual buildings
for at least two weeks prior to King's birthday. Both
print and fictional materials were included. Enough
information was supplied to make a gallery type display.

Individual principals were encouraged to call attention
to these displays through building announcements.
Teachers then brought class groups to view and discuss
the exhibit, but all students and building guests see
the exhibit.

It is the plan of the Social Studies Curriculum
Committee to add to these materials each year and to
encourage pr incipals to display and highlight the
pictures, posters, print information, etc .

The committee would like to add audj and video tapes
to the packets as well as any other relevant material as
1 1 becomes aval lable . They have been looking ror a
trivia quiz and/or games which might be incorporated as
part of the exhibit It is the wish of this committee
to make this a hands-on audio visual exhibit.

Individual Social Studies Teachers use this display as
the focus of a unit on King and evaJuate in their usual
fashion.

Liane Heydt
Curriculum Specialist
Pottstown School Dist.
Pottstown, PA

350

37.9

APPENDIX A
RELATED MATERIALS

380

APPENDIX A CONTENTS

Living The Dream Packet distributed by

School District of Philadelphia

"I Have a Dream" Speech Part of Philadelphia Packet

Nation Honors Martin Scholastic News , Jan. 10, 1986

Luther King, etc.

Test Your Knowledge of King Quiz by Tom Frangicetto,

Philadelphia Daily News , January
1984 . Reprinted with permission
of author .

He Had a Dream Music and words by Ruth Manier.

Dr. Martin Luther King Reprinted with permission of

Oh, Sing of Martin author.

Happy Birthday

Sing Out About Martin

Rainbow Song By Patti Shimomura and Janet

Shibuya Permission granted by
Creative Teaching Press.

I Have a Dream Packet distributed by Detroit

Public Schools

Martin Luther King, Jr.: Resource Guide, 1985. New York

A Lifelong Commitment Department of Education, 1985

List of Resources 3y ana Pennsylvania Department of

Abo-it Martin Luther King Education

Living The Dream Pledge The King Center, I9b5

351

38 i

ERJ.C

Contributed by:
Samuel P. Beard, Jr.
Philadelphia School Distr;c
Philadelphia, PA

Living the Dream

Curriculum Support Packet

Or. Conrunc* 1. Clayton
Superintendent of Schools

OFFICE OF

.Or. Rita C. Altman
i tisocttta Suptrimtndtnt
Curriculum and Instructional Davalopmaju

THE SCHOOL DISTRICT OF PHILADELPHIA £

J " 3S2

ERIC

354

383

TABLI OF CONTENTS

$ Page

To the Teacher (letter) 1

Martin Luther King, Jr. (1924-1986) 2

Comprehension Check (for elementary grades) - 4

Framework of Significant Events (1929-1968) 6

Selected Quotations by Dr. M. L. Kinq 7

How We Can Observe Tnis i!ol iday (letter by Coretta S. King) 8

The Great March on Washington (book excerpt) 10

Words Like Freedom (poem with Spanish translation'; 11

"We Still Have A Dream" ( Time article) 12

Speeches by Dr. Martin L. King, Jr. (excerpts) 14

Why Read and Study Great Orations? 16

I Have A Dream (full speech - 1963) • -<■ 17

The Acceptance Speech of Dr. Martin L. King, Jr. of the

Nobel Peace Prize on December 10, 1964 -- 20

He Had A Dream (poem) - 21

Appeal For An International Boycott of South Africa by the

Reverend Dr. Martin L. Kinq, Jr., December - 1965 22

Bishop Tutu - A Biography 28

Excerpts from Speeches by Bishop Desmond Tutu, 1984 Nobel Peace

Prize Recipient - 29

A Tribute to Dr. Martin Luther King, Jr. (choral and dramatic

script) 31

Mul ti-Discipl inary Activities

Social Studies 34

Mathematics 36

Language Arts 37

Language Arts and Mathematics - 39

Art - 40

Lessons

The Need for Heroes and Heroines 41

Forms of Protest * 45

The Montgomery Boycott 47

The Emergence of Martin L. Kinq as a Leader of Men 49

What Is Your Life's Blueprint? (Dr. Kino's messaqe to

Philadelphia students - Barratt Jr. High, 1967) - 51

List of Resources By and About Dr. Martin L. King, Jr. --- 52

ERIC 385 384

THE SCHOOL DISTRICT OF PHILADELPHIA
BOARD OF EDUCATION
'Mit Street South of the Parkway
19103

CONSTANCE E. CLAYTON CAROLYN L. HOLMES

Smptnnmdtmt t/ SckmU AtniUnt Dtrrctor

Afncsm & A/n-.tm tcmm Studui

RITAC ALTMAN January 2, 19(36 Pkmr. 299-779$

Auarim* Smpmttwdtnt

Cmrmuhm fif Imstnxhmdi DrueUfmemt

GEORGE W. FRENCH
Dtnttwr

Divum* $/ 5WW Stwdirs

TO THE TEACHER:

For the past several years the Philadelphia School District has
commemorated the life and times of Dr. Martin L. King, Jr. through
various special programs and meaninful classroom Wessons and activities.

This year we will continue this tradition by joining other school
districts, organizations, and institutions across the nation who will
participate in "Martin L. King, Jr. , Teach-ins" which explore the 1986
theme, "Living the Dream" .

1986 will be recorded in the annals of American social history as
a most significant year because it marks the beginning of a new national
holiday which commemorates Dr. King's tremendous contributions to
humanity.

It is very important that educators help young people understand the
significance of this holiday, not only by looking back and interpreting
the past, but also by accessing Dr. King's philosophy and its meaning
for our present and future needs.

The background information, resources, multi-disciplinary lessons
and activities included in this packet have been selected to support
the "Teach-in" which will take place in schools throughout our district.

Classroom teachers, who best know the needs; strergths, and educa-
tional weaknesses of their students, are encouraged to select material
from this packet that would be most suitable. Many basic skills may be
reinforced as we pause to participate in this national event.

If you have questions or need further information regarding our
observance of this holiday, please call the African and Af ro-American
Studies Office, at 299-7797.

HAROLD KESSLER
Acting Director
Division of Social Studies
Education

CAROLYN L. HOLMES
Assistant Director
African & Afro-American
Studies

356

3S5

MARTIN UITHF!! KING , JR. (1P29-1<56^)

Life began for Martin Luther King, Jr. on January IS, 1020, in Atlanta
Georgia. The son o* a militant Atlanta minister, he grew uo with the snirit
of social protest around him. His grandfather was one of Georgia's first
N.A.A.C.P. leaders, and helped organize a boycott against newspapers that

f^THf" 1 B1 *^ VOters * ms father * M i" the 'orefront of civil
rights battles aimed at securing enual rights for Blacks in Atlanta.

•-J*' H"* w *V aise <l in the warmth of a tightly knit 'arnily, where the
virtues of good family life were emphasized. He developed from his earliest
years a keen sensitivity over the unfair treatment given Blacks in the South.

UnZ ' * bTight s 2 alent » «>tered Atlanta's Morehouse College at only
ci£*!L ye,r ?v 0 agC '„ AftW h « attended Crozier Theological

™I*^ in Chester. Pennsylvania, and later Boston University where he

a u S i a 5 atrUl ^ andi ' * hose P hil °«phy of non-violence and
passive resistance helned to bring about freedom for the people of India.

n J*\ Kinit h r a n his Christian ministry in Montgomery, Alabama, at the

!v2 rf^TlrtP?! ^T* 'J ,<ay ° f 19S '- A ^ and a halTlater! the
eyes of the world focused on the young minister as he led a successful boycott
against segregation on that city's public buses. ooycott

Sflan ^!^ yc °" hegan on necember 1 . 19SS, when firs. Rosa Parks, a Black

t t0 , suirendw ««• «at to a white man. was arrested and
J" "swnse, the Black community called for a boycott of »1ortgomery"

^^i ?lartin ^ an « Was elected t0 the movement?
sSLi? 5 J* 73 ' Durln8 that time ' ^ Kin * courageously guided his

supporters desnite intense opposition. Finally, the Supreme Court Vuled that

SLnlST 8 ^ T S 1 !^ 1 * King WOn a ^ eat victorTu^inTleSeJSl
techniques, thus heralding a new period of agitation for Black equality

Ch*uZ*HZ^ in ? th - w ° rk i? he?un in ?tontgomery, Dr. Kin- formed the Southern

Wo 12 mII*.** 5 ^ Con e feren « in 1957 ' « organization committed to no™

it ltl t ! 2 ? C 5 10n ' °° n ' ° r - Kin * 31111 the SCLC became active participants
in the student led sit-ins, of the early Sixties. par=xcipan.s

successor* "S. ZfiZLZ^J* ^V* 7 ' ne ° rgia ' met with only nartial
<£ If 1 re - ffrou 5? d his * OTCe » *r a massive attack on segregation
in Birmineham, Alabama. The movement touched off a nowder keu of SIi w^i

SSLSSS?'-^ 16 * 2 ief RUl!en9 " BU11 " Connor^mtSed Ihe J" riShS

^!V X S iT9 S S f 3 ' clubs ' do * s - Extremists added beati^s
murders, and bombings. , Citizens were shocked as the world oress 'rait I™,! *

greatest civil rights demonstration the country had ever mSFlZ'JEZl' u

ERIC

357

386

He spoke these immortal words:
M I have a dream that one day this nation will rise up and live
out the true meaning of its creed: 'We hold these truths to he
self-evident that all men are created equal. 1,1

Less than three weeks after the March on Washington, a bomb killed
four little Black girls in a Birmingham church, Dr. King, and th- Black
coranmity faced an agonizing test in maintaining a non-violent spirit .

In the sprin* of 1964, in a massive demonstration took place in
St. Augustine, Florida Or. King was arrested again.

Before the demonstrations ended, President Johnson signed the Civil
Pights Act o* 1964.

In 1964, Dr. King was awarded the Nobel Peace Prize, the second American
Black (Pr. Ralph J. Bunche was the first) to win it. He gave the entire
$54,000 cash award to the Southern Christian Leadership Conference and other
organization; .for a *und for education „a non-violence.

Tn 196S, the drive *or voter registration in SeJma, Alabama, ignited several
violent attacks upon Or. Kind's forces by police and ruffians. Civil rights
denonstrators were clubbed, tear-gased, and bull whipped. Several marchers
were murdered. Martin Luther King staunchly refused to halt his drive desnite
the violence. Eventually, the patient persistent pressure of non-violent
action won out, and Dr. King triunphantly led his* marchers from Selma to
Montgomery.

In the surnner of 1966, Congress enacted, and President Johnson signed the
most extensive voting legislation in history. In a few years the Black vote
doubled in the South and thousands of Black officials were elected to oublic
office.

! *hen the violence and destruction erupted in the ghettos of America's cities,
Or. Kin* showed his great strength of character. Unswervingly , he reaffirmed
his dedication to non-violence and continued to struggle to se* true liberty
and justice reipn in America.

In ?lew York, in Anril, 1967, Pr. JCine led 125,000 anti-war demonstrators
*rom Central Park to the United Mat ions. I'sre he told this crowd, "<!reat moral
issues are indissoluble. r n rty case, I f ve been preaching non-violence *or years.
Wouldn't it be inconsistent for me not to speak out against the war in Vietnam? 1 '

Tate in Marc*, 196* , r.r. King journeyed to Memnhis, Tennessee, to assist
striking sanitation workers. !!is first narch, however, ended in rioting and
looting. Assured by his advisers that violence could be prevented in subsequent
demonstrations, the Mack leader agreed to nlan another narch. A*ter one of
the manning sessions, Or. Kin*, on the balcony of his motel room, chatted with
sone of his aides. Th* cracV of a ri'le shot broke the conversation. Martin
Luther Kin«! lay <*aid. On \oril 9, 1963, the Mineral service for Or. Kin- took
nlace in n^enezer Santist Church.

I'll untimelv death was nourned by peonle of goodwill throughout the world.

358 387

CCMPREHZRSIOH CHECK

PLEASE FILL IN THE BLANK SPACES WITH THE CORRECT INFORMATION

1. Martin Luther King was born on January 15, 192$, in the city of

a) Atlanta. Georgia c) Birmingham, Alabama

b) Philadelphia, Penna. d) Montgomery. Alabama

2. During the early years of his life, conditions in the South for black
people were .

a) equal

b) not equal

3. Martin Luther King was a scholar. He received h 4 s Ph.D. degree from

a) Boston University b) University of Pennsylvania c) Harvard University

4. On May 17, 1954, the Supreme Court of the United States ruled that segregated
public schools were .

a) constitutional

b) unconstitutional

5. Under the leadership of Dr. King, the black people in Montgomery, Alabama.

protested segregation on the buses. They used tne as a

form of protest.

a) boycott

b) s1t-1n

6. Dr. King believed that the struggle for equal rights could be achieved
through .

a) violence

b) non-violence

7. In 1964, at the age of thirty-five, Dr. King became the youngest person to
win the _.

8. Dr. King worked to secure equality of opportunity, freedom, justice, and

^ or black people in America.

a) human dignity

b) wealth

9. One of the greatest speeches made by Dr. King occurred on Auaust 28, 1963,
in the city of .

a) Chicago, Illinois c) Washington, D. C.

b) Cleveland, Ohio d) Atlanta, Georgia

10. Martin Lutner King was assassinated 1n April, 1968, 1n .

a) Memphis, Tennessee c) Montgomery, Alabama *

b) Washington, D. C. d) Atlanta, Georgia

11. Martin Luther King dedicated his life to end racial segregation in

a) a few limited areas ■

b) all areas of life

3F,S

3.-9

ERIC

THE Lift AND TINES OF MARTIN LUTHER KING UITHIH
A FRAMEWORK OF SIGNIFICANT EVENTS IN AFRO-AMERICAN HISTORY (1^9-1968)

Or. King born
In Atlanta, 6a.

Scottsboro Boys
Case becomes
world wide civil
rights cause

1929

1931

Utlltam Hastle
confined as
First Black
Federal Judge

1937

Executive Order
8802 establishes
Fair Employment
Practice Comlsslon

1941

Funding of Tne
Congress of
Racial Equality

1942

tttn Pursuit
Sqtadron flies
first combat
■Isslon In
Mediterranean

1943

Half million black
men and women serve
overseas In the
armed fores

1941-1945

Core begins
Freedom Rides
throughout the
South

Jackie Robinson,
first Black In
vajor league
baseball signed
by the Brooklyn
Do dgers

1947

James Meredith
enrolls at the
University of
Mississipp i

0. S. Supreme
Court rules that
racial segrega-
tion In public
school Is unconsti-
tutional

Montgomery
Boycc t

1961

1%2

U. S. Supreme
Court declares
segregation In
all public accomo-
dations Illegal

1962

1955

Birmingham
becomes the
scene of
violence

1963

Federal Troops
dispatched to
Little Rock,
Arkansas to
protect desegre-
gation of Central
hi gh School

19j>7

Sit-In movement
begins In
Greensboro, N.C.

1960

Or. King delivers President
his "I Have A Oream Kennedy
Speecn" In Washington, assassinated

0. C. —

1963

19o3

Clvl Rights Bill
signed Into law

1964

Voting Rights
Bill passed by
Congress

196'j

Black Power
Slogan coined

1966

Thurgood Marsnall
becomes first
Black Justice of the
Supreme Court

1967

Martin Luther King
Assassinated In
Mempnls, Tennessee

I9b8

319

•

390

On January 15, people in the united States and rtany other countries of the
world will celebrate the of Martin Luther King.

As a result of Or. King and the efforts of other black leaders and organizations,

Concress passed the Civil Rights Act of 1964 and the .

of 1965.

a) Equal Rights Act

b) Voting Rights Act

3f)i

360

SELECTED QUOTATIONS BY DR. REV. MARTIN LUTHER KING, JR.

"The ultimate measure of a man is not where he stands in moments of comfort
and convenience, but where he stands at times of challenge and controversy."

"We must forever conduct our struggle on the high plain of dignity and discipline.
We must not allow our creative protest to degenerate into physical violence. We
must rise to the majestic heights of meeting physical force with soul force."

"I am convinced that if we succumb to the temptation to use violence in our struggle
for freedom, unborn generations will be the recipients of a long and desolate night
of bitterness and our chief legacy to them will be a never-ending reign of chaos."

"One day we will learn that the heart can never be totally right if the head is
totally wrong. Only through the bringing together of head and heart — intelligence
and goodness— shall man rise to a fulfillment of his true nature."

"Hatred and bitterness can never cure the disease of fear: only love can do that.
Hatred paralyzes life, love releases it. Hatred confuses life. Love harmonizes
it* Hatred darkens life; love illuminates it."

"If we assume that life is work living and that man has a right to survival, then
we must find an alternative to war. In a day when vehicles hurtle through outer
space and guJ.ded ballistic missiles carve highways of death through the strato-
sphere, no nation can claim victory in war."

"Science gives man knowledge, which is power; Religion gives man wisdom which is
control. Science deals mainly with fac<~o; religion deals mainly with values.
The two are not rivals."

"Most people are thermometers that record or register the temperature of majority
opinion, not thermostats that transform and regulate the temperature of society •"

"Forces that threaten to negate life must be challenged by courage, which is the
power of life to affirm itself in spite of life's ambiquities. This requires the
exercise of a creative will that enables us to hew out a stone of hope from a
mountain of despair."

"Everybody can be great. Because anybody can serve. You don't have to have a
college degree to serve. You don't have to make your subject and your verb
agree to serve. You don't have to know about Plato and Aristotle to serve* You
don't have to know Einstein's Theory of Relativity to serve. You don't have to
know the second theory of thermodynamics in physics to serve. You only need a
heart full of grace. A soul generated by love,"

392

ERIC

362

BY: MRS. CORETTA SCOTT KING

HOW WE CAN OBSERVE THIS HOLIDAY

Now that the Martin Luther King Jr. holiday '^ill has been passed by
Congress, and signed Into law by the President, 1t is Important to
consider the meaning of the holiday and how 1t can best be observed.

In terms of significance, the King holiday 1s unique. There is the
obvious fact that this will be the only holiday 1n honor of a Black
American. The holiday can be a way to honor the contributions of Black
citizens of America and to remind us that racial equality must always be
a cornerstone of our democracy.

However, this must not be celebrated as only a "Black holiday." Martin
Luther King Jr. was deeply committed to racial integration. He believed
that Americans of all races must learn "to live together as brothers, or
we will perish together as fools."

The movement was not just for the liberation of Black people. Martin
believed deeply that It was equally Important to free white people from
the moral burden of forced racial segregation. The Civil Rights Move-
ment Itself was a multi-racial endeavor that reflected the Interracial
solidarity Martin sought for our society.

N other holiday servei as a focal point for encouraging Improved race
relations. The holiday can help unify America 1n the spirit of Martin's
dream.

The holiday will have special meaning for young people, who will be
inspired by the courageous example of a man who began to lead a historic
reform movement at the age of 26 and who was awarded the Nobel Peace
Prize at age 34. We must begin to convince our young people that you
don't have to carry a gun to change history, and Martin's life and work
provide the preeminent'example that demonstrates this truth.

Young people In particular need nonviolent role models like him. In
many ways, the Civil Rights Movement was a youth movement. Young people
of all races, many who were jailed, were involved in the struggle, and
some gave their lives for the cause. Yet none of the youth trained by
Martin and his associates retaliated 1n violence, including members of
some of the toughest gangs of urban ghettos 1n cities like Chicago
and Birmingham. This was a remarkable achievement. It had never been
done before; it has not been duplicated since.

For me, the overriding Importance o* the holiday 1s that 1t can help
America focus on forging a new commitment to nonviolence. With few
exceptions, the history book has gloried 1n the dubious achievement of
the generals and warriors who have supposedly <, solved ,, the great
conflicts of American history.

3 1) 3

ERIC

363

.« 1

•

However, in just 13 years of organized nonviolent struggle, 81ack
Americans achieved more genuine freedom than ,the previous four centuries
had produced. This is an impressive testament to the power of
nonviolence. The efficacy of the philosophy and strategy of nonviolence
is the most important lesson we can draw from the life and work of
Martin Luther King, Jr.

From his study of history, he believed that violence always sows the
seeds of bitterness, resentment and ultimately more violence. He saw
that retaliatory violence was a vicious cycle that carried with it the
seeds of its own destruction. He reasoned that the only way to break
the cycle of violence was for someone to refuse to retaliate. He read
of the historic nonviolent movement for independence led by Gandhi in
India, and fused Gandhi's tactics with the religious principles of
unconditional love, truth and forgiveness even for one's adversaries
that he learned in his Christian training. "Man must evolve for all
human conflicts a method that rejects revenge, aggression and
retaliation," Martin said. "The foundation of such a method is love."

Until the American Civil Rights Movement, many people believed that non-
violence was something that could only be applied in Eastern cultures
like that of India. But Martin saw that nonviolence was at the heart of
our Judeo-Christian heritage and was entirely consistent with" democratic
values.

Today his legacy of nonviolent action for social, political and economic
progress is more relevant and desperately needed than ever. The price
of violent conflict between individuals, communities and nations has
become unbearably high in this nuclear age, and only nonviolent conflict
resolution offers a viable alternative,

For this reason the holiday must be si'bstantivo as well as symbolic. It
must be more than a day of celebration. To many Americans a holiday
means a "day of rest." Let this holiday be a day of reflection, a day
of teaching nonviolent philosophy and strategy, a day of getting in-
volved in nonviolent action for social and economic progress.

For more than 15 years, The Martin Luther King Jr. Center for Nonviolent
Social Change in Atlanta, the official national and international
memorial, has observed his birthday with this commitment and has
conducted activities around his birthday in many cities. The week-long
observance has included a series of educational programs, policy
seminars or conferences, action-or'ented workshops, strategy sessions
and planning meetings dealing with a wide variety of current issues,
from voter registration to full employment, to citizen action far
nuclear disarmament. This January, The Center's observance will focus
on achieving and implementing the legislative agenda issued by the fiew
Coalition of Conscience at the August 27th March on Washington.

As it chooses its heroes and heroines, a nation interprets its history
and shapes its destiny. The commemoration of the life and work of
Martin Luther King Jr. can help this nation realize its true destiny as
the global model for democracy, economic and social justice, and as
the first nonviolent society in human history.

Coretta Scott Ki

O 364

ERIC

THE GREAT MARCH ON WASHINGTON

On August 28, 1963, a huge civil rights demonstration, The March
on Washington, was held. It was the largest crowd ever to gather
in Washinton, D.C. - over a quarter of a million strong.

Young and old, Negro and white, Gentile and Jew - housewives,
sharecroppers, students, teachers, ministers, actors, singers,
servants and statesmen - gathered on the slope of the Washington
Monument. Shoulder to shoulder, they marched to the Lincoln
Memorial.

They had poured into Washington by the busload. They had jammed
the waiting rooms of hundreds of small railway stations* Seats
on planes were not to be found and car pools inched forward, bumper
to buLiper, on the roads that led into Washington - from the North,
South, East and West.

Many came from overseas, too- diplolats from the new African nations
and press lepresentatives from the capitals of Europe.

Weeks before the great day, an eighty-two-year-old man left Dayton,
Ohio, for the March on a silver bicycle. A civil rights worker made
the trip from Chicago to Washington on roller skates*

The Military Police were out in full force, too* Businessmen and
officials feared that violence might break out in such a huge crowd.
But there was not violence* The crowd had learned the lessons of
Martin Luther King too well.

He stood before them, dwarfed by the brooding statue of Abraham
Lincoln, and he said: "I have a dream that one day on the red hills
of Georgia the sons of former slaves and the sons of former slave*
owners will be able to sit down together at the table of brotherhood. • •
We will be able to speed up that day when all of God's children. ••
join in the words of the old Negro spiritual, "Free at last, free at
last! Thank God Almighty, we are free at last!"

Taken from Martin Luther King :
Peaceful Warrior , pg. 74-76

365

WORDS LIKE FREEDOM

There are words like freedom
Sweet and wonderful to say.
On my heartstrings freedom sings
All day every, day.

There are words like freedom
That alnost make me cry.
If you had known what I know
You would know why.

Palabras Como Lihertad

Hay palnbras como libertad
Dulces y maravillosas para decir.
En las cuerdas mi corazon
canta la libertad
todo el dia toacs los dias.

Hay palabraa como libertad
que casi me hacen llorar
Si hubieses sabido lo nue vo se
Tu sabras por que".

Bv Langs ton I'uphcs

(Soanish translation)

p or Langston Pushes

ERIC

366

•ill»2IKM*30p»tidF»iliaMMiwg«»l^

Nation

TIME/SEPTEMBER 5, 1983

"We Stiil Have a Dream"

Twenty years later, thousands march in Washington for a medley of causes

For many Americans, it remains one
of the incandescent moments in
living memory. Facing a throng of
250.000 on the capital Mali with
the Washington Monument soaring be-
fore him and the white marble figure of
Abraham Lincoln brooding behind him,
Martin Luther King Jr. turned mere spec-
tacle into a kind of national epiphany. "I
have a dream today/' he declared. And
again. "I have a dream today." And
again. He used the words as more than re*
frain, more than cadence, almost as bibli-
cal exhortation. And as hi listeners
cheered him more loudly each time he re-
peated them. King built toward his stir-
ring peroration: "When we allow freedom
to nog. when we let it ring from every vil-
lage and every hamlet, from every state
and every city, we will be able to speed up
that day when all God's children, black
j men and white men. Jews and Gentiles,
i Protestants and Catholics, will be able to
, join hands and sing in the words of the old
Negro spiritual: 'Free at last. Free at last.
Thank God Almighty, we are free at
last."*

Last week , a day short of two decades

after that electrifying moment, a throng
almost as large assembled in the same
spot The participants were there partly in
commemoration, to mark a day and a
speech and an idea that had changed
America forever, and partly in fresh com-
plaint, to push for dreams that remain un-
fulfilled. The second March on Washing-
ton was thus both an opportunity to
measure the sometimes astonishing dis-
tances the nation has traveled on the road
to racial equality and a time to ponder its
new and less certain agenda for the future.
King's long-stilled eloquence was missing,
of course, but ' was not for from anyone's
mind. "I can assure you that Martin Lu-
ther King Jr. will be marching with us and
that he will still be leading the parade "
sail his widow Coretta Scott King. M We
still have a dream."

If the dream was there, the fire was
not. The reprise had a forced quality, as if
the participants had been jaded by all the
marches and speeches of the intervening
two decades. Billed as a "March for Jobs,
Peace and Freedom." the gathering mar
sha'ed proponents of a bewildering vari-
ety of causes and organizations, from en-

357

viitmmencalisu to advocates of a nuclear
freeze to gay-rights lobbyists.

Some 4,000 buses carrying the mart-
era started arriving in the capital Friday
evening from 347 cities across the nation.
Early Saturday morning, demonstrators
began collecting in 29 staging areas, slow-
ly i first and then in ever growing droves.
In contrast to the 1963 marchers, more
than two-thirds of whom were black, last
week's crowd was close to 50% white. As
in 1963, the marchers were orderly; the
3,700 city police on hand made fewer than
two dozen arrests.

The diversity of causes and interests
at times made for a certain cliquishness.
with union and church groups, dressed in
identical T shirts, sticking together. At
one point, a small band of Hare Krishnas
moved along the sidewalk, oblivious to a
Pennsylvania group a few feet away car-
rying signs advocating peace in Central
America. In the shade of an old beech tree
near by, a band of antinuclear activists
stood in a circle, hands linked, eyes
closed, as a middle-aged woman in braids
and a long skirt led them in prayer.

Throughout the sweltering afternoon.

the crowd anticipated one speaker more
eagerly than anyone else: Jesse Jackson,
41, founder of Operation push (for People
United to Serve Humanity), who b in the
highly public process of deciding whether
or not to make a bid for the presidency.
Taking nearly three limes the five min-
utes allotted to speakers, the safari-suited
and hoarse-throated Jackson did not tip
his hand one way or the other on the pres-
idential question. But as the marchers
hushed for one of the few sustained peri-
ods of quiet in a long day of oratory, Jack-
son delivered a spirited and frequently
rousing, if occasionally strident, political
address.

Using slogans that often crop up in his
speecnes, he concluded: "Turn on Rea-
gan. Turn (0 each other Our day has
come. March on! Don't lei them break
your spirit. We wUl rise, never to fall
agiuu From slave ship to championship!
From the outhouse to the statehouse to j
ihe courthouse to the White House! We
will march on! March on! March on! Our
time has come!" The crowd cheered en-
thusiastically, breaking into the chant
that follows Jackson at black and inte-
grated gatherings almost everywhere
these days: "Run. Jesse, run! Run, Jesse,
run!'* Jackson stepped back to the speak-
er's stand to acknowledge the ovation,
flashing V signs with both hands.

Much of the rhetoric on and off the
speaking platform was not so much r*o
any cause as anti-Ronald Reagan. Lee J.
Hams, a retired auto worker from Lin- i
j ocn. N J., said simply that ' "we are trying j
j ;o £•„•: a mess-go to the President that peo- j
j p!c neea jods, and this is the way to do it." j
j E\cn some of the musical entertainment j
took digs .n the President. Veteran Folk ■

Singer Pete Seeger picked away at a ditty
with the lyrics: "This old man, he did four,
now we're in £1 Salvador . . . This old
man, he did six, he did better in the flicks
. . . This old man, he did eight, he helped
Nancy decorate..."

The commemorative march was con-
ceived two years ago by CoreUa King and
officials of the Southern Christian Lead-
ership Conference,

The inclusion of peace groups was
probably the most debated decision, since
they added what some civil rights tradi-
tionalists view as an unrelated and con-
troversial element to the cause. Atlanta
Mayor Andrew Young defends the broad-
ened coalition, pointing out that King,
shortly before his death, turned against
the Viet Nam War as an impediment to
black progress. Says Young: "Without

peace, th^re are no jobs or freedom."

Others dl >. Officials of the Na-
tional Urban . gue, one of the eight
sponsors' of the l>6* march, declined to
join in this time, saying they feared that its
"focus on a broad range of issues is likely to
limit its impact." Bayard Rustia, stage
manager of the original event, was another
prominent no-show in 1983. Some Jewish
organizations, angered by language in an
early version of a march manifesto imply-
ing disapproval of the level of VS. arms
shipments to Israel also decided to with-
hold support. In the end. however, the of-
fending passages were toned down, and
one of the march prayers was led by Rabbi
Alexander Schindler, head of the Union of
American Hebrew Congregations.

Few contrasts between the two dem-
onstrations were more striking than the

Coretta Scott King, second from left; Je«s « iackson, center Harry Belatonte, njrht

368

398

SPEECHES BY DR. MARTIN LUTHER KING, JR.

Martin Luther King, Jr., in a speech in 1965 . I tried to love and serv e.

The onlv way we can really achieve rreedom is to somehow conquer the fear of death.
For if a man has not di* covered something that he will die for, he isn't fit to live.

Deep down in our non-violent creed is the conviction that there are some things so
dear, some things so precious, some things so eternally true, that they are worth dying for.

And if a man happens to be 36 years old, as I happen to be, and some great truth stands
before the door of his life, some great opportunity to stand up for that which is right and
that which is just, and he refue** to stand up because he wants to live a little longer and
he is afraid his home will get bombed, or he is afrcid that he will lose his job, or he is
afraid that he will get shot.. .he may go on and live until he's 80, and the cessation of
breathing in his life is merely the belated announcement of an earlier death of the spirit.

Man dies when he refuses to stand up for that which is right. A man dies when he refuses
to take a stand for that which is true. So we are going to stand up right here. . .letting
the world know we are determined to be free.

A Drum Major for Justice

In a sermon early in February at Ebenezer Baptist Church in Atlanta, Dr. Martin Luther
King, Jr., discussed his own eulogy.

Every now and then I guess we all think realistically about that day when we will be
victimized with what is life's final common denominator -that something we call death. We
all think about it and every now and then I think about my own death and I think about my own
funeral. And I don't think about it in a morbid sense. And every now and then I ask myself
whet it is that I would want said and I leave the word to you this morning.

If any of you are around when I have to meet my day, I don't want a long funeral, and if
you get somebody to deliver the eulogy tell him not to talk too long. And every now and then
I wonder what I want him to say.

Tell him not to mention thvx I have a Nobel Peace Prize-that isn't important. Tell him
not to mention I have three or four hundred other awards -that 's not important. Tall him not
to mention wh* f- I went to school. I'd like somebody to mention that day that Martin Luther
King, Jr., tr._d to give his life serving others. I'd like for somebody to say that day that
Martin Luther King, Jr. tried to lov* somebody. I want you to say that day that I tried to
be right and to walk with him. I want you to be able to say that day that I did try in my
life to clothe the naked. I want you tc say on thct < } %y that I did try in my life to visit
those who were in prison. Ar.d I want you to say that I tried to love and serve humanity.

Yes, if you want to, say that I was a drum major. Say that I was a drum major for justice.

Say that 1 was a drum major tor peace. I wa5 a drum major fcr righteousness. And all
the other shallow things will not matter.

I won't have any money to leave behind. I won't have the fine and luxurous things of life
tc leave behind. But I just want to leave a committed life behind. And that is all I want
to say.

If I can help somebody as I pass along, if I can cheer somebody with a well song, if I
can show somebody he's traveling wrong, then my living will not be in vain.

If I can do my duty as a Christian ought, if I can bring salvation to a world once wright,
if I can spread the message as the Master taught, then my living will not be in vain.

Live together as brothers or perish together as fools . (Washington's National Cathedral ,

March 31, 196 8) "

M 0ne day we will have to stand before the God of history and we will talk in terms of the
things we've done. Yes, we will be able to say we built gargantuan bridges tc span the seas,
we built gigantic buildings to ki:s the skies. Yes, we made our submarines to penetrate
oceanic depth?. We brought into being many other things with our scientific and technological
power .

' It seems that I can tear the God of history saying, 'That was not enough! But I was
hungry and ye fed me not. I was inked and ye clothed me not. I was de^oided of a decent
sanitary house to live in, and ye provided no shelter for me. And consequently, you cannot
enter the kingdom of greatness. If ye do it unto the least of these, my brethren, ye do it
unto me . '

*fi9

ERIC

"We must all learn to lWe together as brothers. Or we will all perish as fools. We
are tieJ together in the single garment of destiny, caught in an inescapable network of
mutuality. And whatever affects one directly affects all indi /ectly. For some strange
reason I can never be what I ought to be until you are what you ought to be. And you can
nevsr be what you ought to be until I am what I ought to be.

"With this faith we will be ^ble to hew out of the mounts in of despair the stone of
ho:*. With this faith we will be able to transform the jangling discords of our nation
isuo a beautiful symphony of brotherhood."

i he Mountaintop, April 3, 1968

When Martin Luther King arrived in Memphis, he addressed .x rally in words that turned
ou* to be prophetic. He said:

"I left Atlanta this morning and as we got started on the plane there were six of us.
Tne pilot said over the public address system, "We're sorry for the delay but we have Dr.
fS.rtin Luther King on the plane, and to be sure that all of tha bags were checked and to be
lux*i that nothing would be wrong on the plane, we had to check out everything properly and
we <;e had the plane protected and guarded all night. 1

"And then I got into Memphis and some began to say the threats. . .talk about the threats
that w^a out of what would happen to me from some of our sick white brothers.

"well, I don't know what will happen now. We've got some difficult days ahead. But
it ;eally doesn't matter with me now, because I have been to the mountaintop. I don't mind.

"Like anybody, I would like to live a long life; longevity has its grace. But I am not
concerned about that now. I just want to do God's will. And He's allowed me to go up to
>/ • mountain and I've looked over. And I have seen the promised land.

"I may not get there with you. But I want you to know anight that we as people will go
t- * ie promised land.

"So I am happy tonight. I am not worried about anything. I am not fearing any man.
*>t eyes have seen the glory of the coming of the Lord."

400

DIVISION OF AFRICAN AND AFRO- AMERICAN STUDIES
SCHOOL DISTRICT OF PHILADELPHIA

WHY READ AND STUDY GREAT ORATIONS?

1. The study of speeches broadens the horizons of students.

2. The study of speeches develops critical judgement and improves the
conrnunlcative skills of the students. The projects for writing and speaking
provide opportunities for investigation and research.

3. The study of speeches helps to chronicle significant periods in American
history. The social, economic, and political Issues of the times are often
reflected in the great orations of a particular era.

4. The study of speeches offers an opportunity for students to appreciate
the intellectual capacities and attributes of others, but also helps them
to gain Insights Into their own capabilities.

5. From the study of speeches students will gain Insight Into the heirts and
minds of peoole- id nations. Great orations have been credited with changin
attitudes . - .sions.

401

I HAVE A ORE AT?

Delivered by Martin Luther King, Jr., at the Lincoln -Memorial
on August 28, 1963, in the March on Washington, D.C., for
Civil Rights.

Five score years ago, a great American, in whose symboUc shadow we stand today,
signed the Emancipation Proclamation. This momentous decre- came as a great beacon
of light of hope to millions of Negro slaves who had been scared in the flames of
withering injustice. It came as a joyous daybreak to end the long night of their
captivity.

But one hundred years later, the Negro still is not free. One hundred years late
the life of the Negro is still sadly crippled by the manac^s of segregation and the
;hains of discrimination.

One hundred years later, the Negro lives on a lonely island of poverty in the
nidst of a vast ocean of material prosperity. One hundred years later, the Negro is
still languished in the corners of American society and finds himself an exile of his
own land. So we have come here today to dramatize a shameful condition.

In a sense we have come to our nation 1 s capital to cash a check. When the
architects of our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that -11 men, yes, black men as
well as white men, would be granted the unalienable rights of life, liberty, and the
pursuit of happiness.

It is obvious today that American has defaulted on thi* promissory note insofar
as her citizens of color are concerned. Instead of honoring this sacred obligation,
American has given the Negro people a bad check; which ha.-, come back marked "in-
sufficient funds. 11

But we refuse to believe that the bank of justice is bankrupt. We refuse to
believe that there are insufficient funds in the great vaults of opportunity of this
»ition. So we have come to cash this check-a check that will give us upon demand the
riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency
of now. This is no time to engage in the luxury of cooling off or to take the
tranquilizing drug of gradualism. Now is the time to make reall the promises of
democracy. Now is the time to rise from the dark and desolate valley of segregation
to the sunlit path of racial justice. Now is the time to lift our nation from the
quick sands of racial injustice to the solid rock of brotherhood. Now is the time
to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the movement and to
underestimate the determination of the Negro. This sweltering summer of the Negro's
legitimate discontent will not pass until there is an invigorating autumn of freedom
and equality. 1963 is not an end but a beginning. Those who hope that the Negro
needed to blow off steam and will now be content, will have a rude awakening if the
nation returns to business as usual.

There will be neither rest nor tranquality in America until the Negro is granted
his citizenship rights. The whirlwinds of revolt will continue to shake the foundation
of out* nation until the bright day of justice emerges.

402

372

But there is something that I must say to my people who stand cn the warm threshold
which leads into the palace of justice. In the process of gaining our rightful place
we must not be guilty of wrongful deeds.

Let us i.ot seek to satisfy our thirst for freedom by drinking from the cup of
bitterness and hatred. We must forever conduct our struggle on the high plane of
dignity and discipline. We must not allow our creative protest to degenerate into
physical violence. Again and again we must rise to the majestic heights of meeting
physical force with soul force.

The marvelous new militancy which has engulfed the Negro community must not lead
us to a distrust of all white people, for many of our white brothers, as evidenced
by their presence here today, have come to realize that their destiny is tied up with
our destiny and they have come to realize that their freedom is inestricably bound to
our freedom. This offense we share mounted to storm the battlements of injustice must
be carried forth by a bi-racial army.- We cannot walk alone.

And as we walk, we must make the pledge that we shall always march ahead. We
cannot turn back. There are those who are asking the devotees of civil rights,
••When will you be satisfied? 11 We can never be satisfied as long as the :;egro is the
victim of the unspeakable horrors of police brutality.

We can never be satisfied as long as our bodies, heavy with fat- tuc of travel,
cannot gain lodging in the motels of the highways and the hotels of tne cities. We
cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to
a larger one.

We can never be satisfied as long as our children are stripped of their selfhood
and robbed of their dignity by sign* stating "for whites only." We c^awot be satisfied
as long as tifcgro in Mississippi cannot and a Negro in New York believes he has nothing
for which to vote. No, we are not satisfied, and we will not be satisfied until
justice rolls down like waters and righteousness like a mighty stream.

I am not unmindful that some of you have come here out of excessive trials and
tribulations. Some of you have come fresh from narrow jail cells. Some of you have
come from areas where your quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality,. You have been the
veterans of creative suffering. Continue to work with the V faith that unearned suf-
fering is redemptive.

Go back to Mississippi; go back to Alabama; go back to South Carolina; go back

to Georgia; gj back to Louisiana; go back to the slums and ghettos of the Northern

cities, knowing that somehow this situation can, and will be clanged. Let us not
wallow in the valley of despair.

So I say to you, my friends, that even though we must face the difficulties of
today and tomorrow, I still have a dream. It is a dream deeply rooted in the American
dream that one day this nation will rise up and live out the true meaning of its creed-
we hold these truths to be self evident, that all men are created equal.

I have a dream that one day on the red hills of Georgia, sons of former slaves
and sons of former slave-owners will be able to sit down together at th* table of
brotherhood.

I have a dream that one day, even the state of Mississippi, a state sweltering with
the heat of injustice, sweltering with the heat of oppression, will be transformed into

403

373

an oasis of freedom and justice.

I have a dream my four little children will one day live in a nation where they
will not be judged by the color of their skin but by conter^ of their character, I
have a dream today!

I have a dream that one day, down in Alabama, with it* vicious racists, with its
governor have his lips dripping with the words of interposition and nullification,
that one day, right there in Alabama, little black boys and black girls will be able
to join hands with little white boys and white girls as sisters and brothers. I
nave a dream txlay!

I have a dream that one day every valley shall be exalted, every hill and mountain
nhall be made low, the rough places shall be made plain, m.i the crooked places shall
•o* made straight and the glory of the Lord will be revealed and all flesh shall see
it together.

This is our hope. This is the faith that I go back to the South with.

With this faith we will be ^ble to hear* out of the mountain of despair a stone of
hope. With this faith we will be able to transform the jangling discords of our nation
into a beautiful symphony of brotherhood.

With this faith we will be able to work together to pray together, to struggle
together, *o go to jail together, to stand up for freedom icgether, knowing that we
-ill be free one day. This will be the day when all of Gcd's children will be able
;o sing with new meaning-"my country 'tis of thee; sweet 1 nd of liberty; of thee I
ing; land where ny fathers died, land of the pilgrim's pride; from every mountain
vide, let freedom ring"- and if America is to be a great nation, this must become
true.

So let freedom ring from the prodigious hilltops of New Hampshire.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous lopes of California.
But not only that.

Let freedom ring from Stone Mountain of Georgia.
Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi, from every
mountainside, let freedom ring.

And when we allow freedom to ring, when we let it ring from every village and
hamlet, from every state and city, we will be able to speed up that d^y when all of
God's children-black men and white men, Jews and Gentiles, Catholics and Protestants-
will be able to join hands to sing in the words of the old Negro spiritual. "Free
at last, free at last; thank God Almighty, we are free at last."

404

374

The Acceptance Speech

of Martin Luther King, Jr. of the

Nobel Peace Prize

on December 10, 1964

Your Majesty, your Royal Highness, Mr. President,
excellencies, ladies and gentlemen:

I accept the Nobel prize for peace at a moment
when 22 million Negroes of the United States of
America are engaged in a creative battle to end the
long night of racial injustice. I accept this award
in behalf of a civil rights movement which is mov-
ing with determination and a majestic scorn for risk
and danger to establish a reign of freedom and a
rule of justice

I am mindful that only yesterday in Birmingham,
Ala., our children, crying out for brotherhood, were
answered with fire hoses, snarling dogs and even
death. I am mindful that only yesterday in Philadel-
phia, Miss., young people seeking to secure the
right to vote were brutalized and murdered.

I am mindful that debilitating *f*d grinding pov-
erty afflicts my people and chains them to the lowest
rung of the economic ladder.

Therefore, I must ask why this prize is awarded to
a movement which is beleaguered and committed
to unre-nting struggle: to a movement which has
not won the very peace and brotherhood which is
the essence of the Nobel prize.

After contemplation, I conclude that this award
which I received on behalf of that movement is
profound recognition that nonviolence is the answer
to the crucial political and moral question of our
time— the need for man to overcome oppression
an J violence without resorting to violence and op-
pression.

Civilization and violence are antithetical concepts.
Ne&. jes of the United States, following the people
of India, have demonstrated that nonviolence is not
sterile passivity, but a powerful moral force which
makes for social transformation. Sooner or later, all
the people of the world will have to discover a way
to live together in peace, and thereby transform this
pending cosmic elegy into a creative psalm of
brotherhood.

If this is to be achieved, man must evolve for all
human conflict a method which rejects revenge,
aggression and retaliation. The foundation of such
a method is love.

From the depths of my heart I am aware that this
prize is much more than an honor to me personally.

Every time I take a flight I am always mindful of

the many people who make a successful journey
possible, the known pilots and the unknown ground
crew.

So you honor the dedicated pilots of our strug-
gle who have sat at the controls as the freedom
movement soared into orbit. Your honor, once again.
Chief (Albert) Lithuli of South Africa, whose strug-
gles with and for his people, are still met with the
most brutal expression of man's inhumanity to man.

You honor the ground crew without whose labor
and sacrifices the jetflights to freedom could never
have left the earth.

Most of these people will never make the head*
lines and their names will not appear in Who's
Who. Yet the years have rolled past and when the
blazing light of truth is focused on this marvelous
age in which we live— men and women will know
and children will be taught that we have a finer
land, u better people, a more noble civilization— be-
cause these humble children of Cod were willing to
suffer for righteousness' sake.

I think Alfred Nobel would know what I mean
when I say that I accept this award in the spirit of
a curator of some precious heirloom which he holds
in trust for its true owners — all those to whom
beauty is truth and truth beauty — and in whose
eyes the beauty of genuine brotherhood and peace
is more precious than diamonds or silver or gold.

The tortuous road which has led from Mont-
gomery, Ala., to Oslo bears witness to this truth.
This is a road over which millions of Negroes are
travelling to find a new sense of dignity. This same
roaa has opened for all Americans a new era of
progress and hope. It has led to a new civil, rights
bill, and it will, I am convinced, be widened and
lengthened into a superhighway of justice as Ne-
gro and white men In increasing number create
alliances to overcome their common problems.

I accept this award today with an abiding faith
in America and an audacious faith in the future of
mankind. I refuse to accept the idea that the "is-
ness" of man's present nature makes him morally
incapable of reaching up for the eternal "ought*
ness" that forever confronts him.

I refuse to accept the idea that man is mere
flotsam and jetsam in the river of life which sur-
rounds him. I refuse to accept the view that man*
kind is so tragically bound to the starless midnight

ERLC

of racism and war that the bright daybreak of peace
and brotherhood can never become a reality.

I refuse to accept the cynical notion that nation
after nation must spiral down a militaristic stair-
way into the hell of thermonuclear destruction. I
believe that unarmed thruth and unconditional love
will have the final word in reality. This is why right
"»mporarily defeated is stronger than evil trium-
phant.

I believe that even amid today's mortar bursts and
whining bullets, there is still hope for a brighter
t: morrow. I believe that wounded justice, lying
prostrate on the blood-flowing streets of our nations,
<- n be lifted from this dust of shame to reign su-
p erne among the children of men.

I have the audacity to believe that peoples every-
v :iere can have three meals a day for their bodies,
vacation and culture for their minds, and dignity,
equality and freedom for their spirits. I believe that
what self-centered men have torn down men other-

centered can build up. I still believe that one dav
mankind will bow before the altars of Cod and be
crowned triumphant over war and bloodshed, and
nonviolent redemptive goodwill will proclaim the
rule of the land. "And the lion and the lamb shall
lie down together and every man shall sit under his
own vine and fig tree and none shall be afraid." I
still believe that we shall overcome.

This faith can give us courage to face the un-
certainties of the future. It will give our tired feet
new strength as we continue our forward stride
toward the city of freedom. When our days become
dreary with low-hovering clouds and our nights
become darker than a thousand midnights, we will
know that we are living in the creative turmoil of
a genuine civilization struggling to be born.

Today I come to Oslo as a trustee, inspired and
with renewed dedication to humanity. I accept this
prize on behalf of all men who love peace and
brotherhood. *

There was a man who loved this land.
Bui hated discrimination
and took his stand*
Ha had a dream* this great man*
Thai someday Negroes could
Shake every white man's hand*
He had a dream* goes the story f
Thai he had been to the mountaintop
and seen God's glory*
He had a dream as a lot of men do;
Bui his was different because he
Was one of GotPs chosen few.
He never wanted glory, he never wanted
thanks;

All he wanted was his equal rights.

He was our Moses as in the past

HE MAD A DREA3I He stood and shouted

"Free At Last"

He was shunned and criticized by some;

But he always said

"We Shall Overcome."

He fought for all to see the light

And in their hearts they knew he was right.

He fought for equality; he fought for peace

And knew that someday

All prejudice would cease.

He fought against war; he fought against strife
Until a sniper's bullet took his life.
And when we say our prayers of silence
Remember he died for non-violence.

Charlotte /Vufcr, 9th grade

Haynes Junior High School, Mas/tviUe, Tennessee

406

376

APPEAL FOR AN
INTERNATIONAL BOYCOTT
OF SOUTH AFRICA

The Reverend Dr. Martin Luther King, Jr.

CALL FOR AN INTERNATIONAL BOYCOTT OF
APARTHEID SOUTH AFRICA

Statement by the late Reverend Dr. Martin Luther King, Jr.
at a meeting at Hunter College, New York City, on Human Rights Day

10 December 1965

Africa has been depicted for more than a century as the home of
black cannibals and ignorant primitives. Despite volumes of -facts
contraverting this picture, the stereotype persists in books ,
motion pictures, and other media of communication.

Africa does have spectacular savages and brutes today, but
they are not black. They are the sophisticated white rulers of
South Africa who profess to be cultured, religious and civilized,
but whose conduct and philosophy stamp them unmistakably as
modern-day barbarians.

We are in an era in which the issue of human rights is the
central question confronting all nations. In this complex
struggle an obvious but little appreciated fact has gained
attention — the large majority of the human race is non-white —
yet it is that large majority which lives in hideous poverty.
While millions enjoy an unexampled opulence in developed nations,
ten thousand people die of hunger each and every day of the year
in the underdeveloped world. To assert white supremacy, to
invoice white economic and military power, to maintain the status
quo is to foster the danger of international race war... What does
the South African Government contribute to this tense situation?
These are the incendiary words of the South African philosophy
spoken by its Prime Minister, Dr. Verwoerd:

"We want to keep South Africa white. Keeping it white can
only mean one thing, namely, white domination, not 'leadership 1 ,
not 1 guidance ' , but control , supremacy . "

ERLC

407

377

The South African Government to make the white supreme has
had to read into the past and revive the nightmarish ideology
and practices of nazism. We are witnessing a recrudescence
of the barbarism which murdered more humansr than any war in
history. In South Africa today, all oppositxc.i to white supremacy
is condemned as communism, and in its name, du3 process is destroy-
ed; a medieval segregation is organized with twentieth century
efficiency and drive; a sophisticated form of silvery is imposed by
a minority upon a majority which is kept in grinding proverty;
the dignity of human personality is defiled; e'd world opinion is
arrogantly defied.

Once more, we read of tortues in jails wi... electric devices,
suicides among prisoners, forced confessions, while in the outside
community ruthless persecution of editors, religious leaders, and
political opponents suppress free speech and a free press.

South Africa says to the world: "We have become a powerful
industrial economy? We are too strong to be \ feated by paper
resolutions of world tribunals; we are immune to protest and to
economic reprisals. We are invulnerable to o :oosition from within
or without; if our evil offends you, you will /,ave to learn to
live with it."

Increasingly, in recent months this conclusion has been echoed
by sober commentators of other countries who disapprove, but,
nevertheless, assert that there can be no remedy against this
formidable adversary of human rights.

Do we, too, acknowledge defeat? Have we tried everything and
failed? In examining this question as Americans, we are immediately
struck by the fact that the United States moved with strikingly
different energy when it reached a dubious conclusion that our
interests were threatened in the Dominican Republic. We inundated
that samll nation with overwhelming force, shocking the world with
our zealousness and naked power. With respect to South Africa,
however, our protest is so muted and peripheral it merely mildly
disturbs the sensibilities of the segregationists, while our trade
and investments substantially stimulate their economy to greater
heights. We pat them on the wrist in permitting racially mixed
receptions in our Embassy and by exhibiting films depicting Negro

378 408

artists. But we give them massive support through American invest-
ments in motor and rubber industries, by extending some forty million
dollars in loans through our most distinguished banking and financial
institutions, by purchasing gold and other minerals mined by black
slave labour, by giving them a sugar quota, by maintaining three
tracking stations there, and by providing them with the prestige
of a nuclear reactor built with our technical cooperation and fueled
with, refined uranium supplied by us.

When it is realized that Great Britain, France and other demo-
cratic Powers also prop up the economy of South Africa— and when
to all of this is added the fact that the USSR has indicated its
willingness to participate in a boycott— it is proper to wonder
how South Africa can so confidently defy the civilized world.
•The conclusion is inescapable that it is less sure of its own power,
but more sure that the great nations will not sacrifice trade and
profit to oppose them effectively. The shame of our nation is that
it is objectively an ally of this monstrous Government in its grim
war with its own black people.

Our default is all the more grievous because one of the blackest
pages of our history was our participation in the infamous African
slave trade of the 18th century. The rape of Africa was conducted
substantially for our benefit to facilitate the growth of our nation
and to enhance its commerce. There are few parallels in human
history of the period in which Africans were seized and branded
like animals, packed into ships' holds like cargo and transported
into chattel slavery. Millions suffered agonizing death in the
middle passage in a holocaust reminiscent of the Nazi slaughter
of Jews and Poles, and others. We have an obligation of atonement
that is not cancelled by the passage of time. Indeed, the slave
trade in one sense was more understandable than our contemporary
policy. There was less sense of humanity in the world three
hundred years ago. The slave trade was widely approved by the
major Powers of the world. The aconomies of England, Spain, and
the U.S. rested heavily on the profits derived from it. Today,
in our opulent society, our reliance on trade with South Africa is
infinitesimal significance. No real national interest impels us
to be caut;ous, gentle, or a good customer of a nation that offends
the world's conscience.

379 4 OS

ERIC

Have we the power to be more ihan peevish with South Africa,
but yet refrain from acts of war? To list the extensive economic
relations of the great Powers with South Africa is to suggest a
potent non-violent path. The international potential of
non-violence has never been employed. Non-vialance has been
practised within national borders in India , the U.S. and in
regions of Africa with spectacular success. r >2 time has come
to utilize non-violence fully through a massive international
boycott which would involve the USSR, Great Britain, France, the
Unitsd States, Germany and Japan. Millions o' people can person-
ally give expression to their abhorrence of tru> world's worst
racism through such a far-flung boycott. Notation professing
a concern for man's dignity could avoid assuming its obligations
if people of all States and races were to adopt a firm stand.
Nor need we confine an international boycott t^o South Africa.
The time has come for an international alliance of peoples of all
nations against racism.

For the American Nigro there is a special celationship with Africa.
It is the land of his origin. It was despoiled by invaders; its
culture was arres**d and concealed to justify tfhite supremacy.
The American Negro's ancestors were not only iriven into slavery,
but their links with their past were severed so that their servitude
might be psychological as well as physical. :-n this period when the
American Negro is giving moral leadership and inspiration to his
own nation, he must find the resources to aid his suffering brothers
in his ancestral homeland. Nor is this aid a one-way 3treet. The
civil rights movement in the United States has derived immense
inspiration from the successful struggles of those Afzicans who
have attained freedom in their own '^fitions . The fact that black
men govern States, are building democratic institutions, sit in
world tribunals, and participate in global decision-making gives
every N^gro a needed sense of dignity.

In this effort, the American Negro will not be al^ne. ns this
meeting testifies, there are many white * eople who know that
liberty is indivisible. Even more inspiring is the fact that in
South Africa itself incredibly brave white people are risking their

38C 410

careers, their homes and their lives in the cause of human justice.
Nor is this a plea to Negroes to fight on two fronts. The struggle
for freedom forms one long f rontcrossing oceans and mountains. The
brotherhood of man is not confined within a narrow, limited circle
of select people. It is felt everywhere in the world? it is an
international sentiment of surpassing strength. Because this is
true, when men of good will finally *wite, they will be invincible.

Through recent anthropological discoveries, science has sub-
stantially established that the cradle of humanity is Africa.
The earliest creatures who passed the divide between animal and
man seem to have first emerged in East and South Africa. Professor
Raymond Dart described this historical epoch as the moment when
man "trembled on the brink of humanity". A million years later
in the same place some men of South Africa are again "trembling
on the brink of humanity", but instead of advancing from pre-human
to human, they are reversing the process and are travelling backward
in time from human to pre-human •

Civilization has come a long way; it still has far to go, and
it cannot afford to be set back by resolute, wicked men. Negroes
were dispersed over thousands of miles and over many continents'
yet today they have found each other again. Negro and white have
been separated for centuries by evil men and evil myths. But they
have found each other. The powerful unity of Negro with Negro
and white with Negro is stronger than the .most potent and entrenche '
racism. The whole human race will benefit when it ends the abomina-
tion that has diminished the stature of man for too long. This is
the task to which we are called by the suffering in South Africa ,
and our response should be swift and unstinting. Out of this
struggle will come the glorious reality of the family of man.

, 381

"APPEAL FOR ACTION AGAINST APARTHEID"

Dr. Martin Luther King, Jr. appeals for sanctions against
South Africa jointly with Chief Albert J. Lutuli on # Human Rights Day,

10 December 1962

"We, therefore, ask all men of good wi'..i to take action
against apartheid in the following manner:

"Hold meetings and demonstrations on Cc limber 10, Human
Rights Day;

"Urge your church, union, lodge, or club to observe this
day as one of protest;

"Urge your Government to support economic sanctions;

"Write to your mission to the United Nations urging adoption
of a resolution calling for international isoliV. ion of South Africa;

"Don't buy South Africa's products;

"Don't trade or invest in South Africa,

"Translate public opinion into public action by explaining
facts to all peoples, to groups to which you belong, and to countries
of which you are citizens until an effective international quarantine
of apartheid is established."

412

BISKCP TCTU

- A BIOGRAPHY

Bishop Desmond Mpilo Tatu was born on October 7, 1931, in Klerksdorp in the
Western Transvaal, of a schoolteacher father and a relatively uneducated mother.
Be obtained his high school education at the famous Johannesburg Bantu High
School (Madibane) in Western Native Township (1945-50) . He followed in his
"timer's" footsteps by obtaining a teacher's diploma at Pretoria Bantu Normal
College (1951-3) , and in 1954 got his BA degree through the University of
South Africa, teaching at his alma mater soon thereafter.

Between 1955 and 1958 he taught at the Munsieville High School in Krugers-
dorp, and during the years IS 58-60 went for ordination training at St. Peter's
Theological College in Rosettenville, Johannesburg. He was ordained as deacon
in December 1960, serving in Benoni location the same year. By the following
Christmas the man Tutu became Father Tutu. He had married Leah Nomalizo
on 2 July 1955, and they celebrated their silver wedding anniversary in 1980.

Between 1962 and 1966 the Tutu family lived at Solders Green, in London,
England, and he was a part-time curate at St. Albans fran 1962 to 1965, obtain-
ing his BA honors in 1965, and his Master's in Theology, again in London, in
1966. Father Tutu then lived at Bletchingly in Surrey, where he was a
part-ti ne curate at St. Mary's, but at the end of that same year the Tutus
trekked again, this time hcnebound, visiting the Holy Land along the way. He
joined the teaching staff of the Federal Theolqgical Seminary, Alice, in the
Cape before it was expropriated by the Government. After that he lectured in
theology for two years at the then University of Botswana, Lesotho and Swaziland,
at Tama in Lesotho.

Then came another call from England. • .and so again the Tutus trekked.
Father TUtu had been appointed Associate Director for the Biological Education
Fund of the Vtorld Gounr;*. of Churches based in Bromley, Kent where he was
between 1972 and 1*75. >ey lived in Grove Park, London where Father Tutu
was the honorary curate of St. Augustine's. Then came the break the dispossess-
ed people of South Africa, especially Christians, had been waiting for. . .the
historic appointment of the first Black Dean of the Anglican Church. The rest
is history:

.Elected Fella; of King's College, London, in 1978.

.Awarded an honorary Doctorate of Divinity from the General Theological
Seminary, USA, in Jfe/ 1978.

.Another honorary D: szorate of Civil Law from the University of Kent at
Canterbury, England.

.Yet another honorary DCL from Harvard University, USA, in 1979.

.Awarded the Prix d' Athene Prize by the Onassis Foundation in Greece, in 1980.

.Awarded another honorary Doctorate of Divinity by Alberdeen University,
Scotland, in July 1981.

.Another honorary D. The. by Ruhr University, Bochum, West Germany, in 1981.

.Also the honorary Doctorate of Sacred Tt^eology by Columbia University, USA.

.Published a book of articles and reviews, CRYING IN THE WILDERNESS , in USA
and Britain*

.Bishop Tutu has twice been ncminated for the Nobel Peace Prize (1981 and 1982).
.Awarded the Nobel Peace Prize, in 1984.

On the Way to Freedom,
Sows to

413

383

Mothobi Mutloatse

EXCERPTS FROM SPEECHES BY BISHOP DESMOND TUTU

1984 NOBEL PEACE PRIZE RECIPIENT

"I come from a beautiful land, richly endowed by God with
wonderful natural resources, wide expanses, rolling mountains,
singing birds, bright shining stars out of blue skies y with.radiant
sunshine, golden sunshine. There is enough of the good things
that come from God's bounty, there is enough f;.r everyone, but
apartheid has confirmed some in their causing :hem to grasp
greedily a disproportionate share, the lion's -hare, because of
their power.

They have taken 87 percent of the land, though being only
about 20 percent '* our population. Seventy-three percent of
the population is excluded from any meaningful, participation
in the political decision-making process of tat land of their
birth. Blacks are being expected to exercise their political
ambitions in inexhaustible proverty-stricuen , arid, Baatustan
homelands, ghettoes of misery, inexhaustible reservoirs of
cheap black labor..."

"There is no peace because there is no justice."

"Praise be that there are demonstrations across the United
States against apartheid and that country's collaboration with
the South African government."

"This award is for you, you mothers who sit at railway
stations trying to eke out an existence selling mealies (corn),
selling products...

This award is for you, the three-and-a-tfll f-million of our
people who have been uprooted and dumped as ii you were rubbish...

It is for you who, down through the ages, have said that you
seek to change this evil system peacefully; for you who have
marched against the pass laws peacefully and who, unarmed, have
been shot, mown down, and killed. With this a.>ard, the world is ^
saying it recognized that you have been peace-'.oving to a fault.
Oslo, 1984

"Unrest in the schools, on the labor front, is endemic iu
our country and continues to be so until political power-sharing
becomes a reality. More and mors Blacks are becoming disillusion-
ed as those of us calling for change by peaceful means have our
credibility eroded by the action of the authorities, often brutal
and excessive action. Calls for peaceful change are being answered
by tear-gas, police dogs, bullets, detention without trial and
banning orders."

"There will be more and more police harassment, bannings and
detentions, but these will not deter those who are determined to
become free. The international community must make up its mind
whether it wants to see a peaceful resolution of the South African
crisis or not. If it does, then let it apply pressure (diplomatic,
political, but above all economic) on the South African Government

384

4X4

to persuade them to go to the negotiating table with the authentic
leaders of all sections of the South African population before it
is too late, 11 July, 1981

"One rule about the South African that has the validity of a
Euclidian axiom is the one stating that on any major matter you can
be sure that most White South Africans will be ranged on one side
and the majority of Black South Africans will be found on the
opposite side. Most White South Africans will, for instance,
talk about terrorists and approve of any action to curb these
bloodthirsty subversives, whereas most Blacks will refer to the
self-same class of people as freedom fighters or at the least as
guerrillas or insurgents. Possessing this rule about South Africa
I have made you all instant experts on my beloved country."
Diakonia, Durban, March 1980

"Black men risked their lives (in World War I many Black lives
were lost when Mendi went down in the English Channel), largely
because they had been promised a new kind of society in the land
of their birth after the war. They were told they were fighting
for liberation and freedom. It is galling in the extreme that
those who tried to subvert the war effort should now be welcomed
with open arms, whilst the descendants of those who were readv
to make the supreme sacrifice should be discarded so shabbily ... ff

February, 1982

385

A TRIBUTE TO MARTIN LUTHER KING, JR.

1929 - 1968

' NARRATOR

On Monday, January 20, 1986, the nation will celebrate as a national
holiday for the first tine and ooronanorate the birthdate of a nan acknowledged
as one of the world's greatest moral and spiritual leaders. In the short
period of thirty-nine years, he was able to shake the very foundation of
.American society. He con fr onted an unjust system which ci^ied black Americans
freedom, justice, equality of opportunity, and dignity in the land of their
oirth.

It is fitting and proper that we pause to canrnenorate- him through the
eloquent speeches which he delivered during his lifetime.

CHORAL GROUP

It has been said that the pen is more powerful than the sword. Certainly,
Martin Luther King, Jr. was able to move many people through his speeches
and writings.

We offer for your consideration sane of the quotes from sane of his
speeches and writings.

SPEAKER II - "Any law that degrades human personality is unjust."
SPEAKER III - "Injustice anywhere is a threat to jus tic; everywhere."

NARRATOR

On December 1, 1955, Mrs. Rosa Parks got on a bus in Montgomery, Alabama.
She was tired fron a hard, long day's work as a seamstress. When a white man
demanded that she stand up and give him her seat, she refused. A Montgomery
policeman arrested Mrs. Parks. News of her arrest spread quickly through
the black connunity.

They chose a twenty-six year old minister, Martin Luther King, Jr.,
to lead a boycott of t u ^. city's buses.

NARRATOR

The vicious pattern of segregation and discrimination in Montgomery,
Alabama, was sanctioned by law and bulwarked by police power. Yet Dr. King,
without an arsenal of weapons or material resources, disarmed the massive,
brute force which confronted him and his courageous followers.

Dr. Kong was a firm believer in freedom and human dignity for all. In
concluding his "Letter from Birmingham Jail", Dr. King Said:

CHORAL GROUP

Let us all hope that the dark clouds of racial prejudice will soon pass
away and the deep fog of misunderstanding will be lifted fron our fear-drenched
comunities , and in some not too distant tomorrow the radiant stars of love
and brotherhood will shine over our great nation with all their scintillating
q beauty.

ERIC 386 4X8

SPEAKER III

The courageous leadership of Dr. King demonstrated in Montgomery,
Birmingham, Selma 9 and numerous cities, towns, and hamlets throughout
the nation attracted attention to his deeds.

NARRATOR

On August 28, 1963, at the Lincoln Memorial in Washington, D.C.,
Dr. King spoke of his hopes and dreams for America, and challenged the
nation through these words:

SPEAKER IV

"I have a dream that one day an the red hills of Georgia the sons
of former slaves and the sons of former slaveowner s will be able to sit
down together at the table o* brotherhood. I have a dream that one day
even the state of Mississippi, a state sweltering with the heat of in-
justice, sweltering with the heat of oppression, will be transformed
into an oasis of freedom and justice. I have a dream that my four little
children will one day live in a nation where they will not be judged by
the color o* their skin but by the content of their character. I have a
dream today.

NARRATOR

In 1964, he was awarded the Nobel D eace Prize for his outstanding leader-
ship. He was the third person of African ancestry to receive this award.

CHORAL GROUP V

In a speech in 1965, he spoke of the willingness to sacrifice for a cause.
SPEAKER V

Deep down in our non-violent creed is the conviction that there are some
things so dear, some things so precious, some things so eternally true, that
they are worth eying for.

NARRATOR

In terms of brotherhood, Martin Luther Kin* spoke these words:

SPEAKER VI

,# We must all learn to live together as brothers. Or we will all perish
as fools. We are tied together in the single garment of destiny, caught in
an inescapable network of mutuality. And whatever affects one directly affects
all indirectly. For some strange reason I can never be what I ought to be
until you are what you ought to be. And you can never be what you ought to
be until I am what I ought to be.

"fith this faith we will be able to hew out of the mountain of despair the
stone of hope, "ith this <aith we will he able to transform the jangling dis-
cords of our nation into a beautiful symphony of brotherhood."

417

387

NAR RATOR

When Martin Luther King arrived in Memphis on April 3 f 1968, he addressed
a rally in words that turned out to be prophetic. He said:

M I left Atlanta this morning and as we got started on the plane there
were six o* us. The pilot said over *he public address system, "We're sorry
for the delay but we have Dr. Martin Luther King on Jhe plane, and to be
sure that all of the bags were checked and to be sur* that nothing would be
wrong on the plane, we had to check out everything properly and we've had
the plane protected and guarded all night.

"And then I got into Memphis and some began tc **y the threats. .talk about
the threats that were out of what would happen to me from some of our sick
white brothers.

••Well, I don't know what will happen new. We've got some difficult days
ahead. But it really doesn't matter with me now, because I have been to the
mount aint op. I don't mind.

"Like anybody, I would like to live a long life; longevity has its place
But I am not concerned about that now. I just want to do God's will. And He's
allowed me to go up to the mountain and I've looked over. And I have seen the
promised land.

"I may not get there with you. But I want you to know tonight that we as
people will go to the promised land.

"So I am happy tonight. I an not worried about anything. I am not fearing
any man. Mine eyes have seen the glory of the coming of the Lord."

S PEAKER VIII

Dr. King was killed by an assassin's bullet the following day, April 4, 1968.

On April 9, after the funeral service for Dr. Kin? in his own Fbeneter
Hantist Church in Atlanta, 150,000 of the famous and the humble followed his
last march, to South View Cemetery.

*OL0

Anybody here seen my old friend, ^artin?
Can you tell me where he's gone?
He freed a lot of people,
Rut it seem the cood, they die young
I looked around, he was gone,
(reoeat at same pace)

BARRATOR

Dr. King's legacy to each of us is to stand up against any forms of injustice
which destroy the human potential of any man. His birthdate should help each
of us to rededicate our lives for making his dream a reality

418

388

SOCIU STUDIES

II I IV c c , nghts leader s in Montaorery during the bus
boycott. Several students could olay tne roles of key people such

officials, and several boycotters. v '

2 * SSilX! f^l e M° f K Dr J K ^ 9 ' S " Letter From a Birmingham Jail,"
extracted from his book, Why We Can't Wait ,

Dr7]n a ? 5 d hL C n V S l° n t0 J e H rBHne Whether students can ^entify
Dr. King s basic arguments for the phllosoohy he advocated.

3 ' S5f2 , 0 } t nf B « dU - CU l S !" d COmpare the civil disobedience

in India to determine similarities and contrasts.
4. Guide students In discussing the following questions:

a) ?°^i!! ere ?? "Seated law « of the south enforced?
Could such laws be justified?

b) S^ e di i5 he Kf e ? re9at1 ? n laws affect tte relationship between
black and whlate people on a day-to-day basis? oea *een

c) Is massive civil disobedience of unjust laws iustifi*H »h M

d) Whatman, some of the qualities which made Dr. King an effective

e) What were some of the problems or concerns that nr

deal with as a civil rights iMdrTSTSffS r^po'nd^ W

f) Why did Dr. King stress the Importance of the right to vote?

9) '!? S?!!,; * t ™"V anUation workers carri "ed signs readlna
I Am A Man." What do you think they meant? s

h) What was the chief legacy that Dr. King left to his fcllowman?
0 ffiloSyr ° f ^ alternatl " ves to Dr. King's non-violent

Nineteen sixty-three (1963) was an explosive vear in +h a k- *
of tne Civil R inh ts Movent. Discuss two) tie Vents whlc?
Tade deadlines through out the world that year.

389

6. Each of the following cities was the location of an important event in
the life of Martin L. King, Jr.:

a) Atlanta, Georgia *

b) Washington, D. C.

c) Birmingham, Alabama

d) Montgomery, Alabaxra

e) Memphis, Tennessee 1

Locate each city on a map of the United States and identify and briefly
describe the significance of the event in Dr. King's life.

,7. Identify the following individuals who played significant roles
^ during the Civil Rights Movement:

1. A Philip Randolph

2. Stokely Carmlchael

3. Rosa Parks *

4. Fannie Lou Hamer

5. Thurgood Marshall

6. John Lewis

7. Cecil Moore

8. Roy Wilkins

9. Jessie Jackson t
10. Andrew Young

(Add the names of other individuals who you think should be added to this
list.)

8. Have students discuss the non-violent philosophies or Manhatma Ghandi
and Henry David Thoreau, two of the Individuals who .Influenced the
life of Dr. King.

9. Using the biographies of Desmond Tutu and Martin Luther King, Jr., compare
and constrast their backgrounds, philosophies and achievements.

10. Write an essay on "Nonviolence as a Strategy for Human Riches", (excerpts
from speeches of Desmond Tutu and Martin L. King, Jr. included in this
packet could be used)

11. Read and analyze King's speech "Appeal for an International Boycott of
South Africa". Outline key themes.

1£. Compare and contrast Dr. King's position on the policies of the South Afric
government with the various positions which appear almost daily in today's
media accounts.

420

390

r TATK ACTIVITIES

1. On a map of the United States, use the mao scale to determine
how many miles separated Selma f Alabama from Montgomery, the

2. Determine how old Martin Luther King, Jr. was when Fresident
Franklin D. Roosevelt established the Fai r employment Practices
Commission in 1941 .

3. Imagine that you are President of a bus company who owns 50
buses. You transport 25,000 passengers a day who pay 25 cents
each for a single fare. How much would you lose in a single
day if your buses were boycotted? How much would you lose

if the boycott lasted 90 days?

4. Compute the ages of the following c1*Vi1 rights leaders when
President Johnson signed the Voting Rights Bill in 1965:

5. Find the answer to the following questions:

a) How old was NAACP when- Martin Luther King, Jr. was born?

6. The following are sample problems which can be upgraded or modified
to correlate with the mathematical levels of the students involved.

#1 FIND THE SECRET MESSAGE

( CI ue : Martin L. King, Jr. was born in this southern city and
state)

NLGAOTEIR
2 7 5 6 8 1 3 9 4

To find the secret message, first solve the problem, then select
the correct answer above. Place the letters of your answer in
the soaces below.

3 * 3 5 - 4 "5^n m — 5^7 — rm ttt

TTT 6 - 3 TT-3 5~^2 itTT ITT TTTT

#2 FIND THE SECRET MESSAGE

(Clue: Dr. King received many honors for his work 1n the
Civil Rights Movement, but this honor was his greatest)

LPBREAOZCI N
468 10 19527 11 3

capi tol .

a) Roy Wilkins

b) Whitney Young

c) Fannie Lou Maine r

d) Andrew Young

e) Daisy Bates

3S-1

Is. find the secret message, first solve the problem, then
find your answer above, and place the letter of your answer
in the snaces below.

(2 x 3J-3 TTT (5 x I ) +3 " T~-™ (11 + 2) - 9

(11 - *)-2 (4 + 2) -5 (18-10)+! TT^o 20 - 19

m — wzpr r^rs — tt^tt ns-s) - 9

LANGUAGE ARTS

1. Write a one Dage report on the origin of the Southern Christian
Leadership Conference. Indicate in the report the present status
of the organization.

2. Have the class read portions of Dr. King's, H I Have A Dream Speech" ,
and allow them to discuss whether his dream has become a reality.

3. After reading and analyzing excerpts or complete texts of Dr. King's
speeches, have students identify successful oratorical techniques
used by Dr. King - Example - Figurative langu ge, repetition, biblical
references, music, etc.

4. After teaching a unit on Martin Luther King ur the Civil Rights
Movement, write a series of newspaper headlires which capture the
eventful years between 1955 and 1968, when tK Civil Rights movement
was redefining the status of Black people in nmerican society.

5. Write an account of the March On Washington in 1963. Base your
writing on articles that describe this historic event.

6. From the many SDeeches delivered by Dr. King, select 5 quotations
that have the greatest impact upon you. Give reasons for your
selection.

7. After reading several accounts of Dr. King's life, write a report
on, "The Qualities That Made Dr. King A Good Leader."

8. Write an original skit about the Civil Righ*: Moverent of the 1950's
and 1960's:

9. Using the life and times of Martin Luther King, Jr. as the subject,
write your own original poem as an example of one of the following
tyres of poetry:

a) free verse d) haiku or the three line poem

b) rhymed verse e) cinquain or five step poem

c) sonnet

10.

Re*d and prepare oral and'/or written reoorts on one of the following
books written by Dr. King:

a) Why We Can't Wait (1964)

bj Where Do We Go From Here: Chaos or Comnunity (1967)
c) Trumpet of Conscience (1968)

After referring to several sources, write the meaning of the following
terms and use them in a sentence:

in jus tf ce
freedom
segregati on
Supreme Court
sit-in

boycott
discrimination
civil disobedience
civil rights

non-v1 olence
passive resistance
racism
martyr

12. After reading several references about Martin Luther King's childhood,
identify those incidents of prejudice and discrimination which he
experienced. Imagine how these incidents would have been different

if they had been exoerienced in an unbiased setting. Dramatize the
ideal as it was reflected in Dr. King's speeches.

13. Divide the class into small groups. Have each read a biographical
sketch from one of the following books which provide relevant infor-
mation about the denial of constitutional rights of black people and
discuss parallels in the experience of each:

a) C oming of Age in Mississipp i, by Ann Moody

b) BTa cIT Boy by Ki chard Wright

c) TjTlTFelTi th Martin Luther Kino, Jr. by Coretta King

14. Arrange a debate on the following theme:

Resolved, that without the 1954 victory against segregation in
the public schools, the Civil Rights Movement would not have
taken place.

15. Investigate the nature and extent of recism and injustice in the South
by reading articles about black -whi te relationships found in journals
and periodicals prior to 1950.

16. Hold a "Meet the Press" interview, with member? of the class playing
the roles of the following persons who were directly affected by the
1954 Supreme Court Decision outlawing segregated public schools:

a) Thurgood Marshall

b) A black parent who filed for integrated schools

c) A white school board member in a rural southern town

d) A black school teacher in a segregated school

e) A white principal who was ordered to accept black students
in a previously all-white school

n?3

ERIC

LANGUAGE ARTS and MATHEMATICS

17. In his well known "I Have A Dream" speech in 1963, Martin Luther King, Jr.
stated: "One hundred years later, the life c'r the Negro is still sadly
crippled by the. manacles of segregation and L.:e chains of discrimination.
The following tables provides statistics wh:«- support Dr. King's stateren

Table 59

Median Family Ipcome in 1$68, and Ifegro Fnmilv Income. 1363-196.3,
a Percent cf White, by i»v jion

Region

Median family
income, 1968

Negro ''noorac as a percent of white

Negro

United States. . . . 93,359

Northeast 6,460

North Central. ... 6 , 910

South 4,270

w «*t 7 f so6

White

1965

1966

1967

1963

$8,936

9,318

9,259

7,963

9,462

Source: U.S. Department of Comm.rc*, Bureau of the Census.

Table 60

Median Income of Men 25 to 5 4 Years Old, by Pducatfonal Attainment, 1968
Educational Attainment _

Median income. 1968

Negro

White

Elementary: Total

Less than 8 years .

8 yeara

«»gh school: Total

* to 3 years

4 years .

College: 1 or more years. . .

S3, 900
3,558
4,499
5,580
5,255
5,801
7,481

$5,844
5,131
6,452
7,852
7,229
8,154

10.149

Negro income
as a percent
of white

71 .

Source: U.S. Department of Commerce. Bureau of the Ccns*

After reading and analyzing Table 59 and Table 60, discuss the significance
of the differentials in the comparative incomes of black and white families
during the three years prior to Martin Luther King's death in 1968:

1. How great was *he gap between the incorr.es of black and white
people in 196b-

2. Which part of the country showed the greatest gap between the
incomes of white and black neoole in 1963? the smallest gap?

3. Which part of the country showed the most growth in the income

of black peoDle from 1965 to 1968? Which part of tha countrv shewed
the least amount of growth?

Research the most recent census reports to determine if Dr. King's
statement would or would not be true rnrf av , R

394

ART

1, Draw or paint scenes of Important events which took place during
the Civil Rights era such as:

a) Rosa Park's arrest

b) the Montgomery Boycott

c) Bombing of the church in Birmingham

d) March on Washington (1963)

e) President Johnson signing the Voting Rights Bill (1964)

f) Rebellion in the cities during the 60' s

. 2. Make puppets of Dr. King and his wife Coretta. Role play conver-
sations they may have shared about events affecting their lives
such as:

a) the bombing of their home

b) the disciplining of their children

c) her decision to forgo her music career to support her
husband's ezfort

d) their decision to leave Boston and return to live and
work in the South

e) their trip to Norway to receive his Nobel Peace Prize

3. Using pliable clay as a medium, mold or shape a bust of Martin
Luthe- Ring

4. Draw a portrait of Martin Luther King as you visualize him

5. Collect old newspapers, magazines, photographic collections
of the civil rights era. Make a collage of important events
and people of the period

6. Prepare a series of posters which might have been used by the
supporters of Dr. King to publicize ? forthcoming event such
as:

a) a voter registration drive

b) a public meeting to gain support for a civil rights
march

c) a sit-in

d) a rally protesting apartheid in South Africa or

sanctions against the South African government

7. Using a quote by King, design a greeting card which may be
sent to commemorate the National Holiday ;

ERLC

LESSON: THE NEED FOR HEROES AND HEROINES

Objectives ;

1. Student will determine the characteristics of heroes/heroines by listing
selected qualities or attitudes. ' r

2. Students will analyze past and present heroes and heroines and their impact
on American history and human rights.

. After reading excerpts from Crisis , "The Need for Herces", written in 1941,
by Langston Hughes, students will discuss Hughes 1 poiu^ of view.

*<i . Students will discuss and clarify their own point of -lew concerning the
need for heroes in the 1980 's.

Consent: See Sheet "The Need For Heroes".
D evelopmental Activities :

r "l. Write the following names on the board and ask studenLs to list some out-
standing characteristics and achievements of each pexson. If any individuals
are unknown, assign or allow students to volunteer to research and report
findings to class.

a) Jesse Jackson f ) Mansa Musa

b) Constance Clayton g) Hannibal

c) Martin L. King, Jr. h) Cleopatra

d) Mary McCloud Bethune i) Crispus At tucks

e) Harriet Tubman j) Sojourner *mth

k) Desmund Ti'to

1) Frederick Douglass

m) Toussaint L'Ouverture

2. Explain that these people are noted for or are admired for a i~jjor achievement
and are considered role models or heroes (heroines) .

3. Read or duplicate the sheet "The Need For Heroes."

4. Define; frustration, Jim Crow, misconception, Reconstruction, memoirs.

Questions for Discussion :

1. Are our heroes ignored; as the author suggests? Why, why not? Explain.

2. Why is it necessary for us to search for books about African and African American
history?

J. Summarize the section "Heroes Unafraid". Do you agree or disagree? Why?

396

Evaluation

Examples :

J rave determined

ex'pti'nal hi8hly reSpeCted generated)

2. Use these characteristic, to develop a definition for the word hero/heroine.
Follow-up

a) Martin L. King, Jr.: An International Hero of the 1980's

b) Today's Youth Do/Do Not Nf.ed Heroes

c) People Should Be Ver> Careful When Selecting Heroes

" SSnS-J^ Sm a^^^ «" characteristics

4;; v

397

THE NEED FOR HEROES

(Excerpts from an article written by L&ngston Hughes. It appeared in Crisis
Hagazine in 1941)

The written word is the only record we will have of this our present,
ov our past, to leave behind for future generations* Tt vould be a shame if
that written word in its creative form were to consist largely of defeat and
death... If the best of our writters continue to pour their talert into the
tragedies of frustration and weakness, tomorrow will probably say, on the
basis of available literary evidence, "tfo wonder the Negroes never amounted
to anything. There were no heroes among them. Defeat and panic, moaninp,
groaning, and weeping were their lot. Did nobody triumph? Old nobody fifht?

HEROES ICXORED

In our books and plays, our songs and radio pro;rairs, Negroes have a
need for heroes, now, this moment, this year,..

Where is the novel or biographical study of Frederick Douplass who de-
fied death to escape from slavery, defied mob-wrath to resist Jim Crow,
defied narrowness and convention to side with woman suffrage in a day when
women were considered fit only for housewives. . . ? In other words, a ?1AN ,
strong and unafraid, who did not die a suicide, or a mob-victim, or a subjec
for execution, or a defeated humble beaten-down human being. Douglass Jived
greatly, triumphed over his times, and left a flaming pattern for the youth
of all ages and all countries. ..

We have a need for Heroes. We have a need for books and plays that will
encourage and inspire our youth, set for then examples and patterns of con-
duct, move and stir them to be forthright, strong, clear- thinking , and unarm

396

4 n 2
<v6

ABUNDANT HHRO MATERIAL

Do not say there are no living negro heroes. 5o not say there have never
been any in the past. Those statements would be lies, enormously untrue.
k few of our colored writers have tried to overcome such lies, misconceptions,
or lack of knowledge: Arna Bon temps, Arthxir r auset, Carter V T oodson, Elizabeth
Ross Haynes, JJV. Rogers.

African history, slave history, reconstruction dav* are crowded with the
figures of heroic men and women. Search out the old slave records and rend
then, the autobiographies in the Scbonburg Collection or the Library of
Congress with their yellowed pages, the stories told by slaves and ex-slaves
themselves. Read the records of reconstruction, the memoirs of our Negro
congressmen of that time, and the later hooks by DuCois and others on the reriod.
Then come up to today— but don't look for today in hooks because our few
writers haven't gotten around to putting it down • jt~but look in the back
files of the Kegro press ... Look around for the living herons who are your
neighbors — but who may not look or talk like heroes when they *re sitting
quietly in a chair in front of you. You nny search out your otti heroes and
«ince you have them in your otm cities and terms...

IIEFOES U7TAFPAID

We need in literature the kind of black ^en and women all of us know
exist in life: who arc not afraid to clain our rights as human beinfts find as
Americana. . . We need in our books those who remember the past rhen one word
of freedom was enough to bring the lash to our backs — yet that-word was spoken ..

Ve know we are not weak, ignorant, frustrated, or cowed. Ke knor the
race has its heroes whether anybody puts them Into hooks or not. Ke knot 1 t-*e
are heroes ourselves and can make a better world. Someday there will be many
hooks and plays and songs that say that. Today there are strangely few.

LESSON: FORMS OF PROTEST
(Source: American History - Grade Eight Lessons and Activities )

Objectives . *

1. Students will recognize several forms of protest.

2 # Students will identify and label several kinds of vests, such as marches .
fasts , boycotts , sit-ins , demonstrations .
Teachi ng Strategy

— — ~ ™~ • »

A vocabulary list of the following words should be V^ced on & e board. Stu-
dents are to give their definitions for the words prior to t£- reading.
Vocabulary

giarch: to walk, to demonstrate by walking a5 r *roup
fast; to stop eating all foods

boycott: to stop using or buying as a means of protest
sit-in: to sit in or near an area as a means of protest
demonstrations: to make a public display ox opinion
The teacher is to read aloud or have students read ±e following case stud-
ies:

Case 1: Mohandas K. Gandhi: Mohandas Gandhi w s a great leader of the
people of India. When India was «n EngiU.: colony, England's rule
was strong and India's people were not united. But Gandhi united •
them and helped them win their freedom. He did it by protesting
against the English in many ways: by organizing long marches; by
fasts — that is, by refusing to eat day after day; and by nonviolent re-
fusal to obey English laws. Over the years, Gandhi won the support
of millions of people. Finally, India became independent m 1947.

Case 2; Rosa Parks : In Montgomery, Alabama, there was a law that blacks
had to sit in the back of the bus. In 1953, }irs. Rosa Parks refused
to give up her seat in a bus to a white man. Siie was arrested. Dr.

Martin Luther King, Jr. , organized a peaceful boycott of the local
bus company. Blacks walked to work and to shop; and they joined
car pools. After thirteen months of losing money, the bus company
gave in, and the buses were desegregated.-

400

430

Case 3: Dr. Martin Luther King, Jr. : Birmingham, Alabama, was no

ordinary city in 1963 # It was one of the most segregated cities in
tne United States, and nearly half its citizens were black. It was net
an easy place in which to protest in a nonviolent way.

King's plan was to use the power of money to destroy segregation
In Birmingham. Just before Easter, blacks were to boycott the stores
in the city. These stores would then lose much of their pre-Easter
sales. King wanted blacks to be hired in these stores. He wanted all
customers to have the right to eat at the lunch counters. When these
things happened, the boycott would end.

To get his point across, King organized many demonstrations.
These were planned to draw attention to black demands. There were
marches, sit-ins and violations of segregation laws.

Day after day, hundreds took part in special meetings and prayer
meetings. King didn't get a permit for a march. He knew he w< Id
be arrested, He also knew that the blacks in Birmingham would cap-
ture the attention of the nation. Finally, on May 7, white leaders
made an agreement with black demonstration leaders to desegregate
public facilities.

Questions for Discussion ;

1. What kinds of protest were used in cases 1, 2, and 3 ?

2. Compare the different styles of protest in cases 1, 2, and 3.

3. Are these same kinds of protest used today? Explain.

4. List and describe some forms of protest that you have observed:

a. boycotts

b. petitions

c. picketing

d. sit-ins

e. slow-downs

f. strikes

g. walk-outs

5. How would you determine the effectiveness of the kinds of protest listed in
question 4 ?

401

LESSON: THE MONTGOMERY BOYCOTT
(Source: American History - Grade Eighty Lessons and Activities )

Objectives

Students will learn how the Montgomery boycott was used tc challenge segregated
public bus facilities.

Students will read and discuss some of the ideas contained 5 u Dr. Martin Luther
King's "Letter from a Birmingham Jail. 11

Background

On December l f 1955, Mrs. Rosa Parks, a Hack seams:! ass, refused to give up
% : er seat on a crowded bus to a white man in the city of Montgomery, Alabama. She
r.-as arrested and convicted of violating the city segregation ordinance. The beginning
of the Civil Rights Movement is often associated with this incident. A bus boycott by
blacks followed. In November, 1956, the Supreme Court ruled that bus segregation
violated the U. S. Constitution,

Teaching Strategy

1. Discuss the following questions:

a. How was segregation in the South enforced?

b. How did the segregation laws affect relationships between black and white
people on a day-to-day basis ? %

2. Have members of the class role-play a meeting between city officials and
civil rights leaders in Montgomery during the boycott. Several students can play the
roles of key people such as the mayor of the city, the police chief, Dr. Martin Luther
King, bus company officials, several boycotters, others.

Fcllow-Up

1. Excerpts from Dr. King's "Letter from a Birmingham Jail" appear on
page Discuss Dr. King's philosophy and ideas.

2. Why did Dr. King and his aides select Birmingham as the site for their non-
violent protest against segregation?

3. Why was Dr. King arrested?

4. What did the Birmingham demonstrations accomplish?

5. Compare the tactics of civil disobedience used by Mohandas Gandhi with those
used by Dr. Martin Luther King.

402

4.^2

Letter from Birmingham Jaii

(Written in Birmingham, Alabama,
on April 16, 1963)

My Dear Fellow Clergymen:

While confined here in the Birmingham city jail, I
came across your recent statement calling my
present activities "unwise and untimely." Seldom
do I pause to answer criticism of my work and
ideas. If I sought to answer all the criticisms that
cross my desk ... I would have no time for con-
structive work. But since I feel that you are men of
genuine good will and that your criticisms are sin-
cerely set forth, I want to try to answer your state-
ment in what I hope will be patient and reasonable
terms.

I think I should indicate why I am here in Birm-
ingham, since you have been influenced by the
view which argues against "outsiders coming in." I
have the honor of serving as president of the
Southern Christian Leadership Conference, an or-
ganization operating in every southern state, with
headquarters in Atlanta, Georgia. We have some
eighty-five affiliated organizations across the
South, and one of them is the Alabama Christian

Movement for Human Rights Several months

ago the affiliate here in Birmingham asked us to be
on call to engage in a nonviolent direct-action pro-
gram if such were deemed necessary. We readily
consented, and when the hour came we lived up
to our promise. So I, along with several members
of my staff, am here because I was invited here. I
am here because I have organizational ties here.

But more basically, I am in Birmingham because
injustice is hpr3. . . .

Moreover, I am cognizant 1 of the interrelated-
ness of ail communities and states. I cannot sit idly
by in Atlanta and not be concerned about what
happens in Birmingham. Injustice anywhere is a
threat to justice everywhere. . . . Whatever affects

one directly, affects all indirectly You deplore

the demonstrations taking place in Birmingham.
But your statement, I am sorry to say, fails to ex-
press a s Hilar concern for the conditions that
brought about the demonstrations It is unfortu-
nate that demonstrations are taking place in
Birmingham, but it is even more unfortunate that
the city's white power structure left the N iro
community with no alternative.

'aware

In any nonviolent campaign there are four basic
steps: collection of the facts to determine whether
injustices exist; negotiation; self-purification; and
direct action. We have gone through all these
steps in Birmingham ....

You may well ask, "Why direct action? Why sit-
ins, marches, and so forth? Isn't negotiation a bet-
ter path?" You are quite right in calling for
negotiation. Indeed, this is ihe very purpose of di-
rect action. Nonviolent direct action seeks to cre-
ate such a crisis and foster such a tension that a
community which has constantly refused to negoti-
ate is forced to confront the issue. ... My citing
the creation of tension as part of the work of the
nonviolent-resister may sound rather shocking. But
I must confess that I am not afraid of the word
"tension." I have earnestly opposed violent tension,
but there is a type of constructive, nonviolent ten-
sion which is necessary for growth.

The purpose of our direct-action program is to
create a situation so crisis-packed that it will in-
evitably open the door to negotiation. I therefore
concur with you in your call for negotiation. Too
long has our beloved Southland been bogged
down in a tragic effort to live in monologue rather
than dialogue

My friends, I must say to you that we have not
made a single gain in civil rights without deter-
mined legal and nonviolent pressure. Lamentably,
it is an historical fact that privileged groups seldom
give up their privileges voluntarily. Individuals may
see the moral light and voluntarily give up their un-
just posture; but . . . groups tend to be more im-
moral than individuals.

We know through painful experience that free-
dom is never voluntanly given by the oppressor; it
must be demanded by the oppressed

You express a great deal of anxiety over our
willingness to break laws. This is certainly a legiti-
mate concern. Since we so diligently urge people
to obey the Supreme Court's decision of 1954 out-
lawing segregation in the public schools, at first
glance it may seem rather paradoxical for us con-
sciously to break laws. One may well ask: "How
can you advocate breaking some laws and obey-
ing others?" The answer lies in the fact that there
are two types of laws: just and unjust. I would be
the first to advocate obeying just laws. One has
not only a legal but moral responsibility to obey
ju c t laws. Conversely, one has a moral responsibil-
ity to disobey unjust laws ....

403

ERIC

AN INTERDISCIPLINARY LESSON

TOPIC : THE EMERGENCE OF MARTIN LUTHER KING AS A LEADER OF MEN

I. OBJECTIVES

1. Students will be able to identify the qualities wKich projected
Dr. King into national prominence,
i - .2* Students will be able to assess the impact of Martin Luther King
upon the Civil Rights Movement of the 50' s and 60'"..

/ II. BACKGROUND

The court cases won by the NAACP from 1915 to 1955 crumbled the legal
foundations of segregation and paved the may for th« Civil Rights
Revolution of the mid-1950' s.

When the Supreme Court issued its landmark decision in 1954, Congress
and the President were faced with the problem of implementation.
Impatient with the slow progress towards full citizenship and equality,
Black Americans and civil rights advocates began to take their struggle
from the courts into the streets.

The Civil Rights Movement began in the birthplace cf the Confederacy,
Montgomery, Alabama. In December, 1955, Mrs. Rosa Parks was arrested
in that city when she refused to surrender her bus seat to a white man.
The incident provoked Black people in that city to begin a boycott of
the buses. This boycott ushered in an era of direct action campaigns
by Black Americans to achieve rights so long withheld for them. The
X«*r-lo»g boycott displayed unity among Blacks and resulted, with the
aid of federal court rulings, in ending segregation of buses in Montgomery.

The boycott was led by Martin Luther King, a young pastor in the city.
King had been born in Atlanta where his father was a Baptist minister.
After attending Morehouse College in that city, he had studied for the
ministry in the North and had obtained his Ph.D. from Boston University.
It was King who held the black people together with his dynamic leadership,
his inspiring words and the stirring songs which he encouraged throughout
the campaign. Up mntil the time of his death in 1968, he constantly
reminded his country of the true meaning of its creed.

III. STRATEGY

• The class is asked to help the teacher list the qualities they feel that
leadership demands. The class will list at least seven or eight
characteristics of a leader, which may include
courage intel 1 igence

foresight ability to plan add execute, etc.

integrity

Students are urged to give examples of these qualities as seen in real
life situations. The meaning of new and unfamiliar words should be
aade clear.

2. The teacher will discuss the incident in Montgomery, Alabama, in December,
1955, which provoked black people to begin a boycott of the city buses,
which ushered in *ie civil rights movement.

434

404

ERIC

IV.

DEVELOPMENT

1. Pose the following questions for discussion:

a. Why did the black people look to Or. King for leadership?

b. What were some of the problems or concerns that Or. King
had to deal with as a civil rights leader? How did he
react to then?

c. What were some of the alternatives to Dr. King's non-violent
philosophy?

d. On the basis of what Dr. King attempted, and what he was able
to achieve during his lifetime, how would you assess his
leadership?

V. ACTIVITI ES

1. Have students read a biographical sketch of the life and times
of Frederick Douglass, Booker T. Washington, Boy Wilkins,
Malcolm X, and Richard Allen. Have them compare the different
problems they faced in each era, the strategies they used to
overcome them, and the success or failure of their efforts.

2. Dramatize the historic speech, "I Have A Dream 11 Speech made by
Dr. King in Washington, August 28, 1963.

3. Encourage students to create poetry or develop a composition about
Dr. King.

ERLC

A 'V-

405

[AMERICA'S CLASSROOM NFW^pappp] ^

..ifflwmm '<%

NATIONAL HOLIDAY
HONORS KING

'• * t

i * ' '

' ■ ? v

\ \ in i

*i the ue#au of Ms aVaeaa

By Melissa Kim

ATLANTA, GA - On
January 20. many schools
across the country will be
closed. That day. people
from all over the world
will arrive here to march
Parades, television spe-
cials, and more will mark
the first celebration of a
new holiday.

The day has been de-
clared a holiday io honor a
great American. Dr Mar-
tin Lulher King. Jr He
«4s born on January 15.
.92V The third Monday of
far,odf> the one closest in

his birthday, will be s na
tionsl holiday every year.

Dr King, who was
killed in 1968. was a civil
rights leader. He started
America down the path to-
wards freedom and equali-
ty In the South, and in
other pans of the US.
people were treated un-
equally because of the col
or of their skrn Black peo-
ple were forced to go to
separate schools, sit in dif
ferent pans of buses, and
go io different restaurant*
In nun> places ihcy
were kept from voting

(Cotumufti on p 2 1

y'.L l :. '1 I a.!.'. R . i \ * ' r } V ; ■■■ '

INDEX

Safety SuppUm
flay, Fart Twa

COMING V XT ISSUE
NATl KU
DISVSTERS

Front-Pace News

NATION HONORS
KING'S WORK

(Contituud from p. I)

Dr. King helped black
people organize to protest
this unfair treatment. He
believed in protesting in
nonviolent ways. He led
many peaceful marches,
where t hoot audi of people
of all races fathered to
swpport the rights of black
people*

Living the Dream

Today, Dr. King's wife,
Corctta Scott King, contin-
ues her husband's work to
further the rights
of black Ameri-
cans. She will
help lead the Janu-
ary 20 march in
Atlanta. She says,
"I want Martin's
birthday to be a
celebration of
freedom, to unite

all jut citizens. Americans
will re-dedicate themselves
lo the ideas by which Mar-
tin lived/ 9

Dr. King's son Dexter
says it s different way:
"He had a dream* now it's
up to you. io see it
through, to make it come
true." These are words to
the newly-released single
"King Holiday." Dexter,
one of the four King chil-
dren, brought together
young musicians including
the rap group New Edition
to record the single. They

also plan to make s video
and a full-length album.

Dexter King says, "To
honor my father, I wanted
to do something that would
be inspirational as well aa
educational." He thinks
rap musk is the best way
to let teenagers hear bis fa-
ther's message.
CnntlnuJttg His W^rk

Coretta King
hopes the holiday
will remind people
that the work her
husband started is
far from over. One
uird of all Mack
Americans are
considered poor.
Many feel that H

is still difficult for blacks
to get equal housing,
health care, and jobs. On
January 20, we should all
think about bow we can
help mske Dr. King's
dream come true.

NEWS WORDS

uek mur. davote or commit
one salt to a foal or causa

lasfrtratloaal: somatfHng that
movas ona's heart or mod
(£•(•; suitcases or travtH
bags

»•»: a typa of music «Mi a
steady baat and words that
aro spoken inatoad of sung

M mm u mt u m m m mm * mwt mm wmmmmm mm* a
m»m» r~, **M mm r tar M m I H »•»«*•
■ U ^ii V fc y ^yM ii i I. HWIw^i »

mTcmmZ^m^^mJZt —mm "*? < i * i », l '£ZmZ^mmmm\m* m i ^SmSStmf^ SZ
-w. mmmx Wfft M f g— . mm*mm —0 mm mm m m mm m mmn + tCWOUmC **l MS

f Mm* t. »« mm*m m— lm\ mmmm mmmmtm «im m \w>\ m • ic*a»

ftC miw% tmmm tmm* *PO mm>m iy<fMiwMi«NCMM)MM IMWfilMMM
~M mmmmm tm tkmt*i< W w — fci H 1 4) tow mm mmmM^mm

• ut* Cmimf* * tmmjmtmm

Jmhmf? |S, ItSA * St itm a^TIC Mr w* • £4 4
I

4O t*l

CHECK IT OUT.

IMcrifat the fee*

1. The worn-
an in tbis pboco
(a) organised a
march to cele-
brate her bu**

band's birth-

day; (b) wrote a rap song
lo spread her father's mes-
sage; (c) designed a new
talking computer.

2. On January 20,
Americans will celebrate a
new national holiday in
honor of (a) a grea' civil
rights leader, (b) Coretta
Scott King; (c) schools
across tU country.

3. Dr. Martin Luther
King, Jr., believed that
black people should protest
unfair treatment by using
(a) violent means; (b)
peaceful means; (c) televi-
sion ads.

4. The January 20 march

for each sentence.

in Atlanta will celebrate
(a) Or. King's dream of
freedom; (b) a winter
sports festival; (c) Geor-
gia's history.

5. Scientists are trying
to design computers that
(a) understand human
voices; (b) frighten people;
(c) read tunic books.

6. E* < healthful foods
means eating (a) foods that
you don't like: (b) foods
such as cookies and potato
chips; (c) balanced meals.

7. One easy way to stay
fit is (a) playing catch with
your friends- (b) watching
TV 10 hour* a week; (c)
playing chess.

8. In this week's play,
the word nonpareil is
closest in meaning to (a)
poor, (b) having no equal;
(c) adopted.

WRITER'S CORNER

Martin Utfw. King. Jr., tied •
Oresnv. He aotloved that one
day everyone weeM be trees-
ee ceeoOy. He worfcod herd to
moka die <varl4 • better place
for ad s weat* . Do you have e

week) yce mete* It e better
piece? to eve psxatfrsjphs, ee-

wsp< •

^5*5 ■ s -d.

BRAIN TEASER

Here's e rloala for yeul I hep-
pen once tei every minute,
twice In every moment* but
not once In e hundred thou-
sand years. What am I?

Guess the States

•MM MM,

STATI FLOWDti Cherokee rose
OTNaH FACTSi Peemit butter lovers,
this Is the state for yeul More pea-
nuts are grown here than In any other I
state. Because el that, this state Is also I
known as the "Goober. Stats." "Goobers" |
aro another nemo for those tasty nuts.

STATM NAM El

Whits plna cons 1

A.-J NttMu nmi ,n Ouftit»OM Mid not <*«m« | d ,

2STATt FLOWfh
ard tassal
OTHIft FACTSt This sUta, New En-
(land's largast. Is known for Its sftors on
tha Atlantic Ocsan. Ughthousss, sandy |
bsachas. and quiet fishing villages make
this beautiful shoes s photographafs da-
light!

STATTS HAMSi

40?

TEST YOUR KNOWLEDGE OF KING

How much do you know about the Reverend Dr. Martin Luther King,
Jr., the courageous leader of the "peaceful revolution 11 aimed at
achieving equality and first-class citizenship for every Black
American? Here is a short trivia tribute to Dr. King that will
hel£ you find out.

1. Martin Luther King was born in:

a. 1915

b. 1922

c. 1929

d. 1932

2 . Dr . King was :

a. Oldest of three children

b. Middle child of three children

c. Youngest of three children

d. An only child

3. He was born and grew up a city of:

a. Atlanta, GA

b. Augusta, GA

c. Montgomery, AL

d . S t ockbr idge , GA

4. Who was the favorite hero of Martin Luther King when he was a
boy?

a. Frederick Douglass

b. Harriet Tubman

c . Nat Turner

d. Booker T. Washington

5. At the age of 19, Martin Luther King graduated from:

a. Augusta College in Augusta, GA

b. Baptist Bible College in Pennsylvania

c. Morehouse College in Atlanta, GA

d. University of Georgia in Athens, GA

6. After finishing college, he entered and later graduated from
Crozer Theological Seminary which was located in:

a. Augusta, GA

b. Chester, PA

c. Lancaster, PA

d . Stockbridg^ , GA

408

7. He completed his education by earning a Doctor of Philosophy
degree in 1955 from:

a. Boston University

b. Harvard University

c. Temple University

d. University of Georgia

8. While in Boston, Dr. King met the woman he was to marry in
1953, who was also a student. What was her name and what was
she studying?

9. Dr. King accepted his first pastorate post at the Dexter
Avenue Baptist Church in:

a. Atlanta, GA

b. Augusta, GA

c. Boston, MA

d. Montgomery, AL

10. The technique of civil disobedience which Dr. King practiced
so brilliantly was inspired by which American philosopher?

11. Dr. King's philosophy of social change through "peaceful
protest" and "non» /iolent resistance" was adapted from the
teachings of which famous world leader?

12. One of the first major protests against racial segregation
was led by Dr. King in Montgomery, AL on December 5, 1955.
What kind of protest was it?

13. Dr. King's first book told the story of the Montgomery
crusade. What was the title?

409

14. In I960, white and black "freedom riders" rode together on
buses throughout the South to protest segregation laws*
Which song, baaed on an old gospel hymn, became the rallying
theme of the freedom-fighters inspired by Dr. King?

15. In 1963, Dr. King was arrested and jailed for organizing and
leading peaceful protest marches in the most segregated big
city in America. While in jail he wrote a 9,000-word essay on
the injustice of segregation. What was its title?

16. On August 28, 1963, Dr. Kinc was the main speaker at an
historic event which dramatized mass support for a civil
rights law to ensure equality. What was the event?

17. What was the title of the famous speech he delivered at that
event?

18. In 1963, a national publication bestowed a special honor on
Dr. King. Name the publication and the award.

19. Dr. King was influential in getting two important pieces of
legislation passed by Congress — one in 1964, the other in
1965. Name them.

20. The remarkable spirit and illustrious achievements of Dr. King
were given full recognition in 1964 when he was presented with
a highly prestigious award as "the first person in the Western
world to have shown us that a struggle can be waged without
violence." What was the award?

410

441

TEST YOUR KNOWLEDGE OF KING

Answers

1. C 1929

2. B — Middle Child

3. A — Atlanta

4 . a — Frederick Douglass

5. c — Morehouse College

6. b — Chester

7. a — Boston University

8. Coretta Scott was studying voice at the New England

onservatory of Music.

9. d — Montgomery

10. Henry David Thoreau

11. mahatma Gandhi

12. A mass bus boycott to protest Alabama's bus segregation laws.
Less than a year later the Supreme Court declared those laws
unconstitutional .

13. "Stride Toward Freedom"

14. "We Shall Overcome"

15. "Letter From a Birmingham Jail"

16. The Civil Rights March on Washington

17. "I Have a Dream"

18. Time Magazine voted Dr. King "Man of the Year"

19. 1964 — Civil Rights Act; 1965 « Voting Rights Act

20. The Nobel Peace Prize — Dr. King, at 35, was the youngest
person ever to receive the award.

Tom Frangicetto
Special to the Daily News
Philadelphia Daily News
January 1984

411

Q A AO

ERLC 4 ^

He had a dream

Ruth Manier

Celebrate the work of Martin Luther King, Jr., in
song with this melody for middle* and upper-grade
students. The lyrics refer to King's famous "I Have
a Dream" speech that was delivered in Washing*

tou, DC, in August 1963. Give the song more
meaning by having pupils read the speech and dis-
cuss King's dream for the future.

Rut* Muitr it a library-madia vpacialiit m Detroit, Michigan.

1. He want • ed ev* - ry - bod • y

2. He want • ed ev* - ry - bod • y

to have the same free - dom.He

to join hands to-geth - er. He

want • ed ev* - ry • bod • y_
want • ed ev' - ry - bod - y.

i r_

to have the same free - dom. He

to joi n^ hands to - gclh - He

want - ed ev* - ry-bod - y to have the same tree - dom

want - ed ev' - ry - bod - y to join hands to-geth- er

This was his dream.

i JRJ I

n n ,i

Doc • tor King,—

at?

Doc - tor King—

Doc - tor King_ was a civ - il rights le-id - er. Doc - tor King—

c? F FINE

3. Lefs ail love each oth - er and live like broth - ers. Let's

all love each oth-er and live like broth-ers. Let's all love each oth -er and

~~ D.S.KalFirte

live like broth-ers and make his dream . come true

M MSTfluCTOA Jvwy IMS

412

ERLC

443

RUTH MANIER

Thcac WAS A LA *•

He etfAMtto laws
0- C

NAD A

arr-

Sort

WHO
SO

Ail tauiD havc

ueao-ch.

Aim

Oh, ^_

HAft-rfc

Dec -To* tf/W-Tm

Lu-twe* VW. tf i

WALL

LIVE

Wnfftj all Cam Lrvf AS

(T C

Ev' — *y

1 *

i - CAN

Prize

Doc-tor Mar-tIm
Doc -ro* Ma«-Ti'n

Doc- n>« Kaq -Tiki

Doc -TO

5oc-to* KAR-TtW

-J'

Li>-T*f« VC'rvO-'. H.'S

413

ERIC

444

OH, SING OP MARTIN

Tune: Kum Ba Yah African (Angola)

Sing

of Martin, everybody all over,

this land.

Live

in peace, everybody, all over,

all over this land.

Join

hands t oge ther , eve r ybody , all

over, all over this land

Show

sone love, everybody, all over,

all over this land.

Care

and share, everybody, all over,

all over this land.

Let freedom ring, everybody, all over, all over this land.

Sing

of Martin, sing about him, all

over, all over this land

EXAMPLE

Sing of Martin, everybody. Sing of Martin
Sing of Martin, everybody, Sing of Martin
Sing of Martin, everybody, Sing of Martin
All over, all over this land.

Ruth Manier

414

445

HAPPY BIRTHDAY

Tune: To God Be the Glory

To Dr. King, Happy Birthday
To Dr. King Happy Birthday
To Dr. King Happy Birthday
For the things you have done

We love and adore you (three times)
For the things you have done

We will never forget you (three times)
For the things you have done.

Ruth Manier

415

ERIC

SING OUT ABOUT MARTIN

Tune: The Hammer Song

All over this land (four times)

Sing out for freedom, Sing out for justice

Sing out tor love between your sister and your brother all
over this land.

This is Martini birthday and I will sing about him (two times)
I will sing out loud, and I will sing out clear

I'll sing about the love for his brother and his sister all
over this land.

Ruth Manier

416

447

ERIC

Martin Luther King. Jr.

Martin Luther King, Jr., an American clergyman and Civil Rights leader, was born^
.1 Atlanta, Georgia, January 15, 1929. He was killed by an assassin's bullet in
Memphis, Tennessee, April 4, 1968.

Dr. King was the youngest American ever to receive the Nobel Peace Prize. He
won it for his effort as a non-violent Crusader for Civil Rights. He wanted to bring
a peaceful change to America so that all people would be treated equally regardless
of color or creed. He tried to do this by making everyone conscious of the many
ways in which we express our racism.

In spite of his belief and his preachings of non-violence, he was the target of
violence many times. Yet, he continued to say,"Let no man drag you so low as to
hate."

The greatest speech he ever made was during a freedom march on Washington,
when he said, "I have a dream of the time when the evils of prejudice and segre-
gation win vanish."

Rainbow Song

PoWi Shirponu. a
Janet Shi buy a

J ■ C 108
A j> Chorus

i - . . .

Res-pict each' o-ther stand toll and proud in

OA 07 5

r r r f

eve- ru-thinq uou do. Bu learn- in q of our
C * 33 G 3 D7

D7 7

ff J- ! J- 1

dif-fejences we can q row from o-thers too.
Vers* G J

7 J i f— 1 r — H — I — i

1. Our rain-bow has a plocefor eve-ru - one of you and

2. A\ - tho we share a com-mon*nes3,fb«reare diffrhc^ycu

3. Thru un-der-stand-inq there is peace ,thru peace iheres hcrmo

■ ■ i ■ ?- — '

me. Red , uel- low, black- k, white ond brown,all-

See. All of us-S are u- nicjue , and

Thru har-mo-ntj - ^ ^here^ 'iS love , i*he

b'eau-ti - f m I and
living in har- nao

free.

oye "'tha+s naeanf +o it.

Name

Creative Teaching Pres^

417

Rainbow song is taken from Rainbow Activities,
by Aster Sato Copyr-ght '977 Seattle Pubhc
Sc^oo* District No 1

Martin Lu f her King Jr information is taken from i
teaming Through the Year by Dons Edmund
Copyrr »t 1977. Creative Teaching Press. Inc

Super Book

I have a dream

That one day

This nation will rise up

And live out the true meaning of its creed:

"We hold these truths to be self-evident.

That all men are created equal."

I have a dream
That one day

On the red hills of Georgia

The sons of former slaves

And the sons of former slave-owners

Will be able to sit down together

At the table of human brotherhood.

I have a dream
That one day

Even the State of Mississippi,

A state sweltering with the heat of oppression,

Will be transformed

Into an oasis of freedom and justice.

I have a dream

That my four little children

Will one day live in a nation

Where they will not be judged

By the color of their skin

But by the content of their character.

I have a dream
That one day

Every valley shall be exalted,
Every hill and mountain shall be made low,
The rough places will be made plain,
And the crooked places will be straight,
And the glory of the Lora shad be revealed
And all the lesh shall see it together.

This is our hope.

~ MARTIN LUTHER KING, JR.
Born: January 15, 1929

420

The American Dream

from a commencement address delivered by Dr. Martin Luther King, Jr.
at Lincoln University, June 6, 1961

... I should like to discuss with you some aspects of the American dream. For in a real sense,
America is essentially a dream, a dream as yet unfulfilled. It is a dream of a land where men of all races,
of all nationalities, and of all creeds can live together as brothers. The substance of the dream is expressed
in these sublime words, words lifted to cosmic proportions: **We hold these truths to be self-evident — that
all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among
these are life, liberty, and the pursuit of happiness." This is the dream.

One of the first things we notice in this dream is an amazing universal ism. It does not say some
men, but it says all men. It does not say all white men, but it says all men which includes black men. It
does not say all gentiles, but it says all men which includes Jews. It does not say all Protestants, Hut it
says all men which includes Catholics.

And there is another thing we see in this dream that ultimately distinguishes deomcracy and our
form of government from all of the totalitarian regimes that emerge in history. It says that each individual
has certain basic rights that are neither conferred by nor derived from the state. To discover where they
came from it is necessary to move back behind the dim mist of eternity, for they are God-given. Very sel-
dom if ever in the history of the world has a socio-policital document expressed in such profoundly eloquent
and unequivocal language the dignity and the worth of human personality. The American dream reminds us
that every man is heir to the legacy of worthiness.

Ever since the founding fathers of our nation dreamed this noble dream, America has been something
of a schizophrenic personality, tragically divided against herself. On the one hand we have proudly pro-
fessed the principles of democracy, and on the other hand we have sadly practiced the very antithesis of
those principles. Indeed slavery and segregation have been strange paradoxes in a nation founded on the
principle that all men are created equal. This is what the Swedish sociologist, Gunnar Myrdal, referred to
as the American dilemma.

But the shape of the world today does not permit us the luxury of an anemic democracy. The price
America must pay for the continued exploitation of the Negro and other minority groups is the price of its
own destruction. The hour is late; the clock of destiny is ticking out. It is trite but urgently true, that if
America is to remain a first-class nation she can no longer have second-class citizens. Now, more than
ev-r before, America is challenged to bring her noble dream into reality, and those who are working to imple-
ment the American dream are the true saviors of democracy.

Now may I suggest some of the things we must do if we are to make the American dream a reality.
First I think A us must develop a world perspective if we are to survive . . .

Through our scientific genius we have made of this world a neighborhood; now through our moral
and spiritual development we must make of it a brotherhood. In a real sense, we must all learn to live
together as brothers, or we will all perish together as fools. We must come to see that no individual car
live alone; no nation can live alone. We must all live together; we must all be concerned about each
other . . .

All life is interrelated. We are caught in an inescapable network of mutuality; tied in u single
garment of destiny. Whatever effects one directly, affects all indirectly. As long aa there is poverty in this
world, no man can be totally rich even if he has a billion dollars. As long as diseases are rampant and
millions of people cannot expect to live more than twenty or thirty years, no man can be totally healthy, even
if he just got a clean bill of health from the finest clinic in America. Strangely enough. I can never be what

IN HIS OWN WORDS

Following are examples of the philosophy of Dr. .Martin Luther King, Jr. as
expressed in his own words.

These include a major portion of a commencement address delivered at Lincoln
University, June 6, 1961; the speech, "I Have A Dream," delivered at the Lincoln
Memorial, Au^st 28, 1963; an excerpt from his letter from a Birmingham jail; and the
speech acceptiug the Nobel Peice Prize, December 10, 1964.

Ralph Bunche, the grandson of a slave preacher, and allowed it to shine in his life with all of its radiant
beauty. There were stars in the athletic sky. Then can*- Joe Louij with his educated fists. Jesse Owens
with his fleet and dashing feet, Jackie Robinson with his powerful bat and calm spirit. All of these people
have come to remind us that we need not wait until the day of full emancipation. They have justified the
conviction of the poet that:

Fleecy locks and dark complexion
Cannot forfeit nature's claim.
Skin ma/ differ br! „' — ♦ion
Dwells in black and white the same.
Were I so tall *s to reach the pole
Or to grasp the ocean at a span,
I must be measured by my soul.
The mind is standard of ihe man.

Finally, if we are to implement the American dream, we must contijue to engage in creative protest in
rrder to break down all of those barriers that make it impossible for the dream to be realized. Now I know
there are those people who will argue that we must wait on something. They fail to jee the necessity for
creative protest, i I say to you jat I can see no way to break loose from an old order and to move into a
new order without ndmg up and esisting the unjust dogma of the old order . . .

There is an -r rr , fhat bases ?tself on a species of education*! determinism. It leads one to
think that yon can't soi problem through legislation; you cai.'t soNc this problem through judicial

decree; you can't solve this problem through executive orders on the part of the President of the United
States, It must be solved by education. Now I agree that education plays a great role, and it must continue
to play a great role in changing attitudes, in getting people ready for the new order. And we must also see
the importance of legislation.

It is not a question either of education or of legislation. Both legislation and education are required
^ow people will say, "You can't legislate morals." Well, that may be true. Even though morality mav not
be |eg, 9 lated, behavior can be regulated. And this is very important. We need religion and education to
change attitudes and to change the hearts of men. We need legislation and federal action to control behav-
ior. It may be true that the law can't make a man love me but it can keep him from lynching me. and I think
that s pretty important also.

And 10 we must get rid of these illusions an<! move on with detonation and with zeal to break
down the unjust systems we find in our society, so that it will be poasible to realize the American dream
As I naxe said so often, if we seek to break down discrimination, we must use the proper methods I am
convinced more than ever before that, as the powerful, creative way opens, men and women who are eager to
break the barriers of oopression, ? nd of segregation and discrimination need not fall down to the level, of
volence They need not sink into the quicksands of hatred. Standing on the high ground of non-injurv. love,
and soul forc-j. they can turn this nation upside down and right side no.

,be ^ve. more than ever before in the power of nonviolent resistance. It has a moral aspect tied
to .t. (I makes it possible for the individual to secure moral ends through moral means ... In the long rJ n of
history, destructive means cannot bring about constructive ends.

The practical aspect of nonviolent resistance is that it exposes the moral defenses of the opponent
!Not only that, it somehow arouses his conscience at the same time and it breaks down his morale He has
no answer for it. If he puts yon in jail, that's all right; if he lets you out. that's all right too. If he beats
you. vou accept that; if he doesn t beat you — fine. And so you a o on. leav.ng h.mw.fh no a „ a »er He has
the st.,te m.lit.a; he has police brutality. Nonviolent resistance .s one of the most magn.ficiert expre^.onl
«»inc »n today . . or"'

424

4^7 0

I oirgh'. to be until you are what >ou ought to be. You can never be what you ought to be until 1 am what
1 our.nt to be. This is the way the world is made. I didn't make it that way, but this is the interrelated
stricture of reality. John Donne caught it a few centuries ago and could cry out, "No man is an island
e itire of itself; e>ery man is a piece of the continent, a part of the main ... any man's death diminishes me,
becau3e I am involved in mankind, and therefore never send to know for whom the bell tolls- it tolls for
thee,*...

We must keep our moral and spiritual progress abreast with our scientific and technological
advances. This , s another dilemma of modern man. W- have allowed our civilization to outdistance our
culture. Professr rfadver follows the German sociologist, Alfred Weber, in pointing out tbe distinction
between culture and civilization. Civilization refers to wbat we use; culture refers to what we are. Civili-
zation is that complex of devices, instrumentalities, mechanisms, and techniques by means of which we
live. Culture is that realm of ends expressed in art, literature, religion, and morals for which at best we
live.

The great problem confronting us today is tbat we have allowed the means by which we live to out-
distance the ends for wbicb we live. We have allowed our civilization to outrun our culture, and so we are
in danger now of ending up with guided missiles in the bands of misguided men. This is what the poet
Thoreau meant when he said, "Improved means to an unimproved end." If we are to survive today and real-
ize the dream of our mission and the dream of the world, we must bridge the gulf and somehow keep the
means by which we live abreast witb the ends for which we live.

Another thing we must do is to get rid of the notion once and for all tbat there are superior and
inferior races ...

This means that members of -ninority groups must make it clear that they can use their resources
even under adverse circumstances. We most make full and constructive use of the freedom we already
possess. We must not use our oppression as an excuse for mediocrity and laziness. For history has proven
that inner determination can often break through the outer shackles of circumstance. Take the Jews, for
example, and the years they have been forced to walk through the lon^ and desolate night of oppression.
This did not keep them from ris:ng up to plunge against -loud-filled nights of oppression, new and blazing
stars of inspiration. Being a Jew did not keep Einstein from n-ing his genius-packed Mind to prove his
theory of relativity.

\nd so, being a Negro does not have to keep any individual from rising up to make a contribution a&
so many Negroes have done within our own lift t»me. Human nature cannot be catalogued, and we need not
wait until the day of full emancipation. So froni an old clay cabin in Virginia's hills, Booker T. Washington
rose up to one of the nation's grta' leaders. He lit a torch in Alabama; then darkness fled.

From the red hills of Gordon county, Ge orgia, from an iron foundry at Chattanooga, Tennessee, from
the arms of a mother who could neither read n«,r write, Roland Hayes rose up to be one of the nation s and
the world's greatest singers. He carried h^ melodious voice to the mansion of the Queen Mother of Spain
and the Palace of King George the Fifth. From the poverty-stricken areas of Philadelphia, Pennsylvania.
Marian Anderson rose up to be the world s greatest contralto, so that Toscanim could say that a voice
like this comes onl> once in a century. Sib-lius of Finland could say, "My roof is too low for such a
voice."

From humble, crippling circumstances, Geoige Washington Carver rose up and carved for himself
an imperishable niche in the annals of science. There was a star in the sky of female leadership. Then
Mary McLeod Bethune to let it shine in her life. There was a star in the diplomatic sky. Then came

423

45 1

One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean
of material prosperity. One hundred years later, the Negro is still languished in the corners of American
society and finds himself an exile in his own land. So we have come here today to dramatize a shameful
condition.

In a sense we have come to our nation's capital to cash a check. When the architects of our repub-
lic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing
a promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation,
America has given the Negro people a bad check; which has come back marked "insufficient funds. M

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are
insufficient funds in the great vaults of opportunity u this nation. So we have come to cash this check — a
check that will give us upon demand the riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no
time to engage in the luxury of cooling off or to take the tranquilizing drug ot gradualism. Now is the time to
make real the promises of democracy. Now is the time to rise from the dark anddesolate valley of segregation
to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice
to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the movement and to underestimate the
determination 0 f the Negro. This sweltering summer of the Negro's legitimate discontent will not pass until
therr ,s an invigorating autumn of freedom and equality. 1963 is not an end but a beginning. Those who
hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the
nation returns to business as usual.

There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights.
The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice
emerges.

Rut there is something that I must say to my people who stand on the warm threshold which leads into
tie oalace of justice. In the process 0 f gaining our rightful place we must not be guiitv of wrongful de^ds.

Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatre^
We must forever conduct our struggle on the high plane 0 f dignity and discipline. We must not allow our
'.reative nrotest to degenerate into physical violence, \gain and again we must rise to the .najes ic height*
•»f meeting physical force with soul force.

The marvelous new militaicy which has engu»fed the Negro community must not lead us to a distru-
of ail white people, for many of - -r white brothers, as evidenced by their presence here ,dav, have com* to
-eahze that their destiny is tied up with our destiny and they have come to realize that their freedom is
inextricably bound to our freedom. . . • cannot walk alone.

\nd as we walk, we must make the pK dge that w e shall alwavs march ahead. We cannot turn back.
I W ,,re those who'are asking the devotees ot civil rights, "When vwll >ou be satisfied?" fte can nev^r
!>c satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality.

Kc can never be satisfied as long as our bodies, heavy with fatigue of travel, cannot gain to<]*in K n
■he molrU of the highways and the hotels of the cities We cannot be satisfied as long as the Negro's baste
.Ti#,bilit\ -s from a smaller ghetto to a larger one.

426

455

As I have .aid ,„ so many instances, it is not enough to struggle for the new society. We must
make sure that we make .e psychological adjustment required to live in that new society. This »s true
ol white people, and it is true of Negro people. Psychological adjustment will save white people from
going into the new age with old vestiges of prejudice and attitudes of white supremacy. It will save the
Negro from seeking to substitute one tyranny for another . . .

Black supremacy is ss dangerous as white supremacy, and God is not interested merely in the
reedom of black men and brown men and yellow men. Cod is interested in the freedom of the whole human
rsce end in die creation of a aociety where all men can live together as brothers, where every man will
respect the dignity snd the worth of human personality.

By following this method, we may alao be able to teach our world something that it so desperately
needs at this hour. In a day when Sputniks and Explorers are dashing through outer space, and guided
ballistic missiles are carving highways of death through the stratosphere, no nation can win a war. The
choice is no longer between violence and nonviolence; it is either nonviolence or nonexistence ... I call
upon you not to be detached spectators, but involved participants, in this greet drama that is taking place
in our nation and around the world ...

There are certain things within our social order to which I am proud to be maladjusted and to which
I call upon all men of good will to be maladjusted.

If you will allow the preacher in me to come out now, let me say to you that I never did intend to
adjust to the evils of segregation and discrimination. I never did intend to adjust myself to religious
bigotr/. I never did intt A to a r" it myself to economic conditions that will take necessities from the
roan/ and give luxuries to the few. I never did intend to adjust myself to the madness of militarism, and
the a^lf-defeating effects of physicsl violence. And I call upon all men of good will to be maladjusted
because it may well be that the salvation of our world lies in the hands of the maladjusted.

... , So Iet "» m <»l<»<lju«ed. as maladjusted as the prophet Amos who in the midst of the injustices
of his day could cry out in words that echo across the centuries, "Let justice run down like waters and
righteousness like a mighty stream." Let us be as maladjusted as Abraham Lincoln who had :he vision
to see that this nation could not e-.st half slave and half free. Let us be maladjusted as Jesus of
Nazareth who could look into the eyes of the men and women of his generation and cry out, "Love your
enemies. Bless them that curse you. Pray for them that despitefuily use you "

I believe that it is through such maladjustment that we will be able to emerge from the bleak and
desolate midnight of man's .nhumanity to man into the bright and glittering daybreak of freedom and justice
Tha' will be the day when all of God's children, black men and white men. Jews n d Gentiles. Catholics
and Protestants, will be able to join hands and sing in the words of the old Negro sp.r.tual. "Free a! last-
Thank God Almighty, we are free at last!"

I Have a Dream

Five score years ago a great American, in whose symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree came as a great beacon of light of hope to millions
of Negro slaves who had been seared in the flame* of withering injustice. It came as a joyous davbreak
to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred vt rs laur, the life of thr
Negro is still sadly cnppled by the manacles u .' r-gregation and the chains of discrimination.

di«itv u \?1 T T I 88 , ng 38 our childr ' n are 8tripped of their selfhood and r ° bbed ° f < b «"

will „ot be a.t.af.ed until JM . U «c roll, down like the water, .nd righteousness like a mighty stream.

of vou if am 7 mi Hy thal 9 ° me ° f y ° U haVe C ° me hefe 0Ut ° f eXCM8ive triala mi tribulation. Some

dlnTef VoVh « C It T narr ° W jail Ce ' 19 - S ° me ° f y ° U haVC C ° me fr ° m are " " here r~ f« free-

hTe he A r y ?' St0nnS ° f Dersecuti O" «- •* ggered by the winds of police brutality. You

«de»£ve V raD9 CrC " t,Ve *° {Uring - CODti " Ue l ° W ° rk With the faith the unea ™ ed auffe ""6 «•

Go back to Mississippi; go back to Alabama; go back to South Carolina; go back to Georgia- go back
can. and will, be changed. Let us not wallow in the valley of despair.

.till havTi 7 l ° T ^ ! rijndS : that eVM ^ * e —» the difficulties of today .„d tomorrow. I
»P -adTve otX: / " 8 y r °T d " AmefiCan dream that — da ^ < hia « a "on will rise

"re." d mea " ,ng U8 " eed ~ ^ h ° ,d U,e9e trUU,a l ° bt Mlf evident ' < ha < a » — «

lUM U,,e 3 dr r am L t ! ,at 006 ^ ° n the red hilU o f Ge orgia. sons of former slaves and sons of form-:
alave-owners will be able to sit down together a t the table of brotherhood ...

by the c!,^f a ,K rean l my u fOU !; liltle Children WU1 00e day Uve iB a " bere < he X -t be judged

by the color of the.r sk.r. but by content of their character. I have a dream today !

1 1 have a dream that one day, down in Alabama, . . . little black boys and black airls will be to
jo.- hand, with little white boys and white girl, a, sisters and brothers. I have a today!

low the^tugholtr tuT *? T y Vall j ey L 3haI1 bC Malted ' eWy hil1 and -ountain shall be made

This .. our hope. Thi, „ the faith that I go back to the South with.

faith w/.Hlt' ! a .' th , WC Wil ! bC "J' 6 10 h , eW ° Ut ° f tHe m ° Unta,n of «»P™ a stone of hope. With th.s
fa.th we w,ll be able to transform the jangling discords of our nat.on ,n,o „ bee«„fu! sympLy of brotherhood

together W to h s t t h a„ S d f un h f ""J ^ ^ 1° ^ '° ™ '° <° t» «> J-«

aTof GodW chTldre I fl M ^ T'** ^ ^ '~ 0Re ^ Th ' S be *• ** .hen

my of See . £ ,.„d t '° T» TV? "T? S ~ " My C0U " try ' ,,s of thee; - eet » a »o of t,b-

free'dom Z f-L^ZZ St" t' ^ ? ' ,grim L ' S Pr ' dei fr ° m eV " y m ° Untain side ' let

ana " Amer,ca 's to be a great nation, this must become true.

So let freedom ring from th- odigious hilltops of New Hampshire.
Let freedom ring from the mighty mountains of New York.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California.

427 .

457

But not only that.

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi, from every mountainside, let freedom
ring.

And when we allow freedom to ring, when we let it ring from every village and hamlet, from every
state and city, we will be able to speed up that day when all of Cod's children — black men and white men.
Jews and Gentiles, Catholics and Protestants — will be able to join hands and to sing in the words of the
old Negro spiritual. "Free at last, free at last; thank God Almighty, we are free at last."

From the Birmingham Jail

I guesa it is easy for those who have never felt the stinging darts of segregation to say wait. Out
when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers
at whim: when you have seen hate-filled policemen curse, kick, brutalize, and even kill your black brothers
and sisters with impunity, when you see the vast majority of your twenty million Negro brothers smothering
in an airtight cage of poverty in the midst of an affluent society; when you suddenly find your tongue
twisted and your speech stammering as you seek to explain to your six-year old daughter why she can't go
to the public amusement park that has just been advertised on television, and see tears welling up in her
little eyes when she is told that Funtown is closed to colored children, and see the depressing clouds of
inferiority begin to form in her little mental sky, and see her begin to distort her little personality by uncon-
sciously developing a bitterness toward white people; when you have to concoct an answer for a five-year
«>ld son asking in agonizing pathos: Daddy, why do white people treat colored people so mean?; nhen you
take a cross-country drive and find it necessary to sleep night after night in the uncomfortable comers of
vour automobile because no motel will accept you; when you are humiliated day in and dav out by nagging
signs reading 'white' men and 'colored*; when your first name becomes 'nigger' and your middle name
becomes *boy f (however old vou are) and your last name becomes 'John,* and when your wife and mother are
never given the respected title 'Mrs/; when you are harried by day and haunted by night bv the fact that vou
are u Ne*ro. living constantly at tiptoe stance never auite knowing what to expect next, and placued *>ith

inner tears and outer resentments: when you are forever fighting a degenerating sense of *nobodyness\

then vou will understand why we find it difficult to wait. There comes a time when the cup of endurance
runs over, and men are no longer willing to be plunged into an abvss of injustice where they experience
the bleakness of corroding despair. 1 hope, sirs, you can understand our legitimate and unavoidable impa-
tience.

I think Alfred Nobel would know what I mean when I say that I accept this award in the spirit of a
curator of some precious heirloom which he holds in trust for its tnie owners — all those to whom beautv
is truth and truth beauty — and in whose eye. the beauty of genuine brotherhood and peace is more precious
than diamonds or silver or gold.

The tortuous road which has led from Montgomery. Alabama, to Oslo bears witness to this truth
Th„ is a road over which millions of Negroes are travelling to find a new sense cf dignity. This same road
has opened for all Americans a new era of progress and hope. It has led to a new civil rights bill, and it
w.U. I am convinced, be widened .„d lengthened into a superhighway of justice a. Negro and white men in
increasing number create alliances to overcome their common problems.

I accept this award today with an abiding faith in Americu. and an audacious faith in the We of
mankind. I refuse to accept the idea that the "isnes." of man's present nature makes him morally incapable
of reaching up for the eternal "oughtusss" that forever confronts him.

I refuse to accept the idea tn*t nan in mere flotsam and jetsam in the river 0 f life which surrounds

~tl!r£n VT that ma f k L ind L i8 S ° ^""y b0 "» d <° ""less midnight of racism and

war that the bright daybreak of peace and brotherhood can never become a reality.

. L 'u'^'r u aC " Pt , the ?" iCaI n0ti0n th8t nati ° n afl " nati0n mU9t »P iral « militaristic stairway

into the hell of thermonuclear destruction. I believe that unarmed truth and unconditional love will have the
f.nal word in reality. This is why right temporarily defeated is stronger than evil triumphant.

I believe that even amid today's mortar bursts and whining bullet, there ,s still hope for a brighter

hTufcS'f I""* that rT ded jU9tiCe ' P™"*' 6 on blood-flowing street, of our nations, can

be lifted from this dust of shame to reign aupreme among the children of men.

I have the audacity to believe that peoples everywhere can have three meals . day for their bodies,
education and culture for their mind,, and dignity, equality and freedom for their spirit,. I believe that what

bo* rESiTS IZf"? 1™" 0d,er : Centere I d Ca » Luild -P- I believe that one day mankind will
bow be ore he altar, of God and be crowned tnumphant over war and bloodshed, and nonviolent redemptive
goodwil lw.ll proclaim the rule of the land. "And the Hon and the Iamb shall lie down together and every
man shall sit under his own vine and fig tree and none shall be afraid." I still believe that we shall over-
come •

strenoih ? "T" *° uncerta,nti " ° f '»« ft will give our tired feet n.

strength as we continue our forward stride towar.! the city „f freedom. When our days become dreary with
ow-hovering clouds and our nights become darker than a thousand midnights, we will know that »e are
living in the creative turmoil of a genuine civilization struggling to be born.

prizs

Today I come to Oslo as a trustee, inspired and with renewed dedication to humanity. I accept this
^thaa of all men who love peace and brotherhood.

Source; "I HAVE A DREAM.,. 11

Dr. Martin Luther King, Jr,
Detroit Public Schools

430

459

ERIC

The Acceptance Speech by Martin Luther King. Jr.. of the
Nobel Peace Prize on December 10, 1964

Your Majesty. your Royal Highne... Mr President, excellencies. ladies and gentlemen:

behalf of a civTrKu *ZZZ?JE£- ""^ ° f raCial injuStice - 1 acce P< < his "vard «

were J^reTwt' E^JTt " 7 ^j"™' ~ « «- brotherhood.

Philadelphia. ^E^t^^^ 1 ? m,ndfU ' *" ^ '"'"^ "

8 P P 9eek ' ng 10 9ecure the r '8 ht '° vote were brutalized and murdered.

mng of lh?e:i:lt I ctddt b ' Iitat,ng ^ gr " ,ding P0Vmy affI '" S "* P-P' C «»' the. to the lowest

to ~£E2^*J^ aWar ? ed l ° ; m ~ » h »* « ^"guered and commuted

o """SB't. io a movement which has not won the verv n»a»> ,_J u .l l j . • .
essence of the Nobel prize. ™ P " Drotherh °°° which is the

After contemplation. I conclude that this award which I received on h-h-lf „f l
found recognition that nonviolence ,s the a „,wer to the crucu po"t cal and mo ' " "T^"' " *~
the „eed for man to overcome oppress.on and v.o.ence w.thout ^J^^SS^""-

Civilization and violence are antithetical rnnr. nr « 1M— r t it - . ^
people of India, have demonstrated that ^^^J^^l bT ^T* *"

which makes for social trnn.form.tion. Sooner or later all the Deoole of T M

. w.y to live together in pe.ce, and thereby transfol ihis Idin ' , l ° diSC ° Ver

brotherhood. X ^ MS, °™ thlS P* nd,n 8 cosm 'c elegy ,nto a creat.ve psalm of

W eJL^^ - — wn.ch reacts revenge.

From the depths of my heart I am aware that this prize i, much more than ,„ hmQr t<j me

Every time I take a flight I am always mindful of the many oeoole who
possible, the known pilots and the unknown ground crew. ' P ^ ' SUCCeSsful J° u "-

So you h ,nor the dedicated pilots of our struggle who have sat at the controls as ,h« I J
ment soared ,„to orbit. You honor, once aga.n, Ch.ef (Albert) Lithuli of South "fnca whose 7 7 """l
«d forh,. peop.e. are ,u» met with the most brutal express.on ol^Z^XZ. "

have leflthe h e°:; r h: he ^ ~" """^ U ~ ^ *" J"**- U> freedo. CJ ulu never

429

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ERIC

DR. MARTIN LUTHER KING
1929-1968

I have a dream that one day this nation wilt rise up and live out the true meaning of Its creed: "We hold these
truths to be self-evident that all men are created equal."

I have a dream that one day on the red hills of Ceorgia the sons of former slaves and the sons of former slave
owners will be able to sit down together at th* :«bJe of brotherhood.

I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice
and oppression, will be transformed Into an oasis of freedom ard Justice.

I have a dream that my four little children will one day live in a nation where they will not be judged b> the
color of their skin but by the content of their character.

I have a dream today.

I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the words
of interposition and nullification, will be transformed jnto a situation where little black boys and girls will be
able to join hands with little white boys and white girls and walk together as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted every hill and mountain shall be made low, the rough
Places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be
revealed, and all flesh shall see it together.

This is our hope. Thtf is the faith with which I return to the south. With this faith we will be able to hew out
of the mountain of despair, a stone of hope. With this faith we will be able to transform the jangling discords
of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together.

... to pray together.

... to struggle together, to go to jail together, to sTand up for 'reedom together, mowing that we will be free
one day.

This will be the day when all of God's children will be able to smo w,th a new meaning, "My country tis of thee,
sweet land of liberty, of thee I sing. Land where my father died, every countryside, let freedom ring."

And if America is to be a great nation this must become true. So let freedom ring from the prodiqious hilltops
of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from ^e
heightening Alfe^henies of Pennsylvania!

Let freedom ring from the snowcapped Rockies of Colorado!

Let freedom ring from the curriceous peaks of California!

Buc not only that; let freedom ring from Stone Mountain of Georgia

Let freedom ring from every hill and molehill of Mississippi, From every mountainside, let freedom ring.

When we let freedom ring, from every village and every hamlet, from every state and every city, we will be able
to sceed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and
Catholics, will be able to join hands and sing in the words of the old Negro spiritual, 'Tree at last free at last
thank God Almighty, we are free at last."

OR. MARTIN LUTHER KING, JR. —
THE MAN AND THE AMERICAN IDEAL

""istory has thrust something on me which I cannot turn away/'
These were the words of Martin Luther, Jr. as he left Montgomery in 1956,
following the successful boycott of the city's bus lines. They were also an
expression of his acceptance of the role he would play for the next twelve
years.

What was his role?

He was the symbol and the demonstrator of the power of an appeal to
the conscience in moving men to deal with their fellowmen on a basis of
freedom and equality for all.

He held up before the nation the ideals upon which it was founded,
and inspired some of its people to rededicate themselves to making those
ideals a reality for all of America's citizens.

He persuaded a number of Americans to get on with some unfinished
business of democracy, to work to end discrimination and economic want.

He proved in Ameriri the truth in an idea expressed in America long
before: that nonviolent disobedience of unjust laws can fon~e a reluctant
society to change its ways.

432

THE MAN — DR. MARTIN LUTHER KING. JR.

The Rev. Martin Luther King, Jr. was a man who constanily and consistent 1 - preached love
and nonviolence throughout his years of leadership in the struggle for Civil Rights.

"Let no man drag you so low as to hate," he said many times.

. . violence must not cn f ,e from any of us, for if we become victimized with violent
intents, . . glorious dignity will be transformed into . . . gloomy catastrophe," he said after the
successful desegregation of the Montgomery buses.

Dr. King was born in Atlanta, Georgia, January 15, 7 929, into a family with a tradition of
concern for civil rights. His mother's father, Rev. A.D. Williams, helped secure the first high
school in Atlanta for Negroes. His father, Rev. M. L. Kin^, Sr., was a leader in getting equal
salaries for Negro teachers in Geo gia.

Dr. King received a degree from Morehouse College in 1948, his Bachelor of Divinity degree
from Crozer Theological Seminary, Pennsylvania in 1951, and his Ph.D. from Boston University
in 1955. He was an outstanding scholar, and *as elected president of the student body at Crozer.

Dr. King was ordained a minister by his father in 1947. In September of 1954 he accepted
the pastorate of the Dexter Avenue Baptist Church, Montgomery, Alabama.

He won wide recognition late in 1955. On December 1 of that year, Mrs. Rosa Parks, a
seamstress, refused to yield her seat on a Montgomery bus to a white man. She was jailed.
Within five days Negroes of the city organized the Montgomery Improvement Association, and
Dr. King was elected its president.

The boycott of the buses sponsored by the MIA was nearly one hundred percent effective in
the 381 days it lasted. Dr. King and 70 of his followers were arrested and convicted of illegal
boycott. Their convictions were appeaied and overturned; the higher court held that the segrega-
tion laws of Alabama were unconstitutional.

In 1957, Dr. King and a group of Atlanta ministers formed the Southern Christian Leader-
ship Conference. As a leader of this group he traveled throughout the United States explaining
the goals of SCLC.

In June of 1963 he led a march of 100,000 down Woodward Avenue in Detroit. On August
28, 1963, he spoke near the end of a long day to over 200,000 peopb gathered near the Lincoln
Memorial in Washington, D.C. The idea of a march on Washington in support of civil rights was
more than twenty years old; it was revived by A. Philip Randolph and supported by James
Farmer of CORE, Roy Wilkins of the NAACP, Whitney Young of the Urban League, and Martin
Luther King, Jr. of the SCLC. Dr. King's speech crystallized many of the ideas presented that
day. He recalled promises from the Declaration of IndeDCnuence, the Constitution, and the Bill of
Rights, and wove them into the theme, ,4 I Have A Dream," that they might come true.

In 1964 he was awarded the Nobel Peace Prize.

In 1965 he led a march for voting rights from Selma to Montgomery, Alabama. In 1966 he was
in Chicago, leading demonstrations there and in the city's white suburbs for better jobs, better
housing, and better schools for Negroes.

In 1967 Dr. King spoke out against the war in Vietnam which he felt was contrary to the non-
violence he believed in, and crippling to the Civil Rights movement.

In March of 1968 he addressed a large gathering in Grosse Pointe High £ hool. Later that
month he was in Memphis, Tennessee, to support demands for official recognition of the garbage
collectors' union. In April he returned to Memphis to prove that a nonviolent demonstration in sup-
port of the strikers was possible. He was shot April 4, 1968 as he stepped out onto the balcony of
his motel room.

He is survived by his wife, the former Coretta Scott, whom he met when she was a student at
the New England Conservatory of Music, and by their four children.

THE MAN AND THE VOICE OF HISTORY

Dr. King spoke of history. History can be an interaction between a time and a personality.
In what kind of time did Dr. King go about his work?

At the time of his birth in 1929, the worst of the interracial violence which followed World
war I had passed. The formal organization of the Ku Klux Klan which had spread organized racism
across the country had become le^? firmly structured. But there had been no relaxation of the Jim
Crow system of discrimination and segregation. In the North even in the few job areas where they
had made some headway, Negroes had been pushed out of the more desirable jobs in industry and

federal enjoyment by whites who resented their competition. As for the South, in 1944 Gu^nar
Mynlal had written, "Segregation is now becoming so complete that the white Southerner practically
never sees a Negro except as his servant and in other standardized and formalized caste situa-
tions."

Nevertheless, the common problems faced by both races in the depression years had eased
somewhat the tension between them. A twenty-year thaw, interrupted by some notable freezes, had
opened identifiable fissures in the glacier of discrimination:

Franklin Roosevelt's Black Cabinet had involved Negroes in the making of policy. Negro
workers included in the benefits of the Works Progress Administration and the Civilian Conserva-
tion Corps had learned that the government considered them entitled to a living wage; Negro schol-
ars, through research grants, had put into print for other Negroes to read information about a black
history in which they could take pride. Marian Anderson's 1939 concert at the Lincoln Memorial
had rebuked publicly those who had denied her their hall and all that they represented.

Ne roes increasingly had been included in CIO unions. Executive Order 8802 had moved
against discrimination in defense plants. More than a million Negroes in the armed forces during
World War II had proved their courage and effectiveness. Sharing those soldiers 1 and sailors'

434

4K4

resentment at the discrimination in the homeland to which they returned, many white American* had

™rp ? I u ' raCC " th60ry W " wr ° n * in Germa "y » was wr °"8 Africa

LUHE had achieved certain successes in nonviolent resistance to discrimination in the North.
Jack.e Robinson had broken the color line in baseball. The 1948 order to end discrimination in
the armed forces had been observed in the Korean War. Decision by decision, the Supreme Court
had declared unconstitutional certain segregation laws affecting interstate travel and public eatine
places. r 6

An increasing number of whites had accepted, as a proper part of American life, the inclusion
of Negroes in the mainstream of citizenship. An increasing number of Negroes had begun to feel a
greater pride in themselves and a greater anger toward those who continued to deny them their
rights. Although for a period in the middle 1940's it had appeared that agitation by blacks and
whites from the North for an immediate end to segregation in the South might lead to new outbreaks
of violence, this agitation actually had marked the beginning of a more rapid advance against
segregation. °

In this climate black and white America had moved into the second half of the 20th century.

In 1954 the Supreme Court had handed down the decision on "separate but equal" schools.

In 1955 a tired seamstress refused to surrender her seat on a bus in Montgomery, Alabama,
and a young minister began a course of action that was to take him from Montgomery to Memphis.

THE MAN AND HIS PREPARATION

How had Martin Luther King, Jr. prepared himself for the vrork he was about to undertake?

He had learned from his parents to resent and resist discrimination. He had learned from
them also to respect himself and his abilities. He had used to the full his opportunities to get a
good education. He had perfected his skill in speaking and writing. He had consciously chosen a
profession through which he could effectively help his people. He had married a talented woman
who shared and supported his intentions. He had made himself an ideal American: educated, a
moral family man, a man of God, nonviolent, without fear.

THE MAN AND HIS ACCOMPLISHMENTS

What did Martin Luther King, Jr. accomplish?

The events connected with his name tell their own story: the Montgomery bus boycott-
the Southern Christian Leadership Conference; the Prayer Pilgrimage to Washington for voting
rights; the "battle" of Birmingham; the March on Washington; the Nobel Peace Prize; the march
from Selma to Montgomery; the marches in Chicago; planned Poor People's March; the strike
in Memphis.

435

Durinf these same years, the Supre:ne Court ore r ed restaurants and v?iting zooms in bus
terminals desegregated: nonviolent sit-ins opened other public facilities to Negroes; the Interstate
Commerce Commission forbade discrimination on interstate * ises and trains, and in bus and r -oa
stations; 300 Southern Cities agreed to some desegrega'ion ni public places and to some jobs i
Negroes, Congress passed four Civil [tights bills and a Voting Rights bill; 3,000,000 Negroes reg-
istered to vote in the South.

Dr. King summarized his o,/n achievements, in his own w*y:

"I'd like someone to mention. . .that Martin Luther King, Jr. tried to give his life serving
o'.he.* I'd like for somebody to say that Martin Luther King, Jr. tried to love somebody "

M I want you to be able to say . . . ;hat I did try to feed the h ingry. 1 want you to be able to sa
that I did try in my life to clothe the ,.akea. I want you to say . . . that 1 did try in my life to visit
those who \ ~e In prison. And I wane you to say that I tried to serve humanity. Say that 1 was a
drjmmajorforjustice . . .Say I was a drum major for peace. 1 was a drum major for righteousness/'

THE KaH AND HIS TIMES

In what ways did lUmn Luther King, Jr. aad the t ; ,ies in wuich hs worked affect each Other?

There have been c.her men in history whose greatness is measured in terms of both the chal-
lenges of their times ana the prevailing attitude of the people in that time. This has always been
a question throughout history: To what extent do the times make a great man and to what extent
does a grea> man influence his time? In America, George Washington Abraham Lincoln, Frederick
Douglass, and Franklin Roosevelt are examples. Would each have be * what he became in history
had he lived at another time? Would the history of hi* time ha'e been different had he not
lived when he did and had he not been involved in making that history?

The same questions ^an be asked about Dr. King. Could he have moved people so effectively
twenty ;ears earlier? Ten years later? Would as much Togress have been made in gaining civil
rights had he not continually and forcefully prodded people to do better what he reminded them they
ought to do? Would the current more militant mood have followed Dr. King's nonviolence if
the nation had more willingly and completely put into practice what he preached?

The questions can be discussed to good purpose, but ihey cannot really be answered.
The historical fact is that the nation is different and better than it otherwise would Inve
been because Dr. Martin Luther King, Jr. lived when he did and because he worked tirelessl,
in his lifetime ic making it different and better than it had been before.

For that reason, and for the ideal of citizenship he continues to represent, he is to be hon-
ored For that reason we today _ January 15 — commemorate his birthday.

Source: "I HAVE A DREAM. . ."

Dr. Martin Luther King, Jr.
Detroit Public Schools

436

A LASTING MEMORIAL TO THE MAN,
DR* MARTIN LUTHER KING, JR.

On October 19, 1983, the Fresident of the United States signed a
bill proclaiming the 3rd Monday in January, beginning in 1986,
aa Martin Luther King Birthday Celebration Day.

Another lasting memorial to Dr, Martin Luther King, Jr., may well
be the development within students of a new understanding, appreciation,
knowledge, and commitment; a genuine understanding of the circumstances
out of which the present Civil Rights Movement has grown; an appreciation
of Dr. King's concerns, his philosophy, his approach, and his successes;
a knowledge of the current situation in the drive for Civil Rights; a
commitment in relation to Civil Rights. Developing this kind of under-
standing, appreciation, knowledge, and commitment is not done in one
lesson or in one day. It takes many class periods of carefully planned
and carefully taught lessons.

Following are suggested activities for classroom use. They are
varied in content and approach. To an extent they are developmer al in
sequence. The first suggestions may be used with Primary Unit pupils;
they also may be used with cider students as an introduction to more
sophisticated study ♦ Suggestions 4, 5, 6 and 7 may be used with middle
and upper ^ade elementary students; they also may be used ~ith older
students. Teachers aze encouraged to select from these suggestions those
most appropriate and pertinent for the students they teach.

The suggestions are designed to pose a question or a situation, to
stimulate students to study or to carry on research within a meaningful
framework of concerns relevant to their own experience, and to encourage
a discussion out of which stude ts can form theii ~<wn judgments. These
judgments should be based on careful analysis facts and information ,
rather than on opinion and emotion. Where opinions are used in developing
understandings, the source rf the opinion - whose opinion - should be
estdblishe .

The teacher's proper role is that of educational guid. who makes
sure that all relevant facts are carefully considered. She/he is respon-
sible for giving students the tool.: of research, analysis, and evaluation,
for teaching them how to use the tools, and for helping them develo
background out of which they can make up their own minds and reach their
own conclusiors. If the teacher takes a position, intellectual honesty
require that the position is identified and alternative possibilities are
recognized.

SUGGESTIONS FOR CLASSROOM * IIVITIES

1. Use the picture of oJ. J^iciu Luther King to generate an art project.

2. Discusr *ith students basic facts abouc Hr . King's life, his family,
his activities, and his importance to the people of the United States.

437

4C>7

ERLC

3. Develop with students a disolav of no*-,,

«« .A» t! t„CC» "'"J I if ,, en " ln hls llte »«ch
booklets illustratln. ; k „: ;„:.. ™ " ° u "«tin board or

series of

Photographs. 8 6 6VentS With Phils' drawings or with

identified as si^fiLnt illustrate events they have

6. Help students define a f Viv«n m ^

unjust or unfair. 8 attention to acts they consider

Read through with students some of Dr if^„» c

particularly his Letter From Th„ L < ^ 8 speeches °* letters,
sections which ^^^^^ ^^^ ^ VUh theD Sele ^
rights, using these ek i 'assist- ?* in . WOrkin * 'or civil
nent of their own which thev f^I, students in writing a state-

„„ . . wnicn cney reel summarizes r>r ir ■(„„",. . .

to work to right wr or .gs. es Dr * Kln 8 s ideas on how

each suggestion to see^eT a' re^^is* h ff P <!« evai -
a composite list of the accepted suggestions P hilos °Pny- Make

After they have read about the Mf P *u

King, ask students to wrA 1 °? 5' accom Plishm e nts of Dr.

children might write tl : uJt ^^f^ they think one of Dr. Kinc's
honored by ttlT^V 6~eT " " ^ father shou ^ 2

students to write speeches o' m.ir s?ec - f ~ c "earns." Encourage

referred to Jn his speech. 45 " ° f Clt izens Dr. King

waVa^e'at iTvl^tlT? ^ *■ "**

he was protesting against a'nd wo^n^ J ^ them find out what

to develop a *lr^^ oi Z?Z£l^^ * k Students

the information they gained abou his p^poLs °" MP Md

4 So

438

14. Help students define "discrimination, " Develop with students a listing od
of discriminatory laws and regulations being enforced in 1950. Develop
another list of discriminutvry practices which were common in 1950,

15. Develop with students a display of posters naming and illustrating specific
achievements in Civil Rigats in Dr. King's lifetime.

16. Have students role-play Rosa Parks 1 action which began the Montgomery
bus boycott. Role-play the reactions of whites and Blacks in Montgomery.
Discuss analytically why they wculd react in these ways. What in their
backgrounds and earlier experiences would make them respond as they did?

17. Elicit from the students why the non-violent movement had such effective-
ness against certain segregation laws and practices in the South.

18. Speculate with students on what Dr. King might be doing now had he lived.

19. Ask students to discuss or write out sone of the ways in which they Lhink
the years since 1955 might have been different without Dr. King's leader-
ship.

20. Tead with students Thoreau's "Civil Disobedience." Analyze with them the
ways Dr. King appears to have been influenced by it. Discuss with students
how Dr. King could justify telling people to disobey some laws but to obey
others. Talk with them about how he felt about accepting the consequences
of his law-breaking - jail sentences and fines. Have students write out
their own feelings about civil disobedience. What sort of laws, if any,
should be disobeyed? What makes a law "fair"? What makes a law "unfair"?
What are examples? What makes a law "good" or M b*d"? How can laws be
changed? Why should laws sometimes be changed? What are examples of

laws that have been changed because of people's reactions to them?

21. Study with students the life of Mahatma Gandhi. Have students compare
his life and work with Dr. King's. Discuss with them reasons for death

by violence of two men who preached non-violence. What forces of reaction
does a non-violent protest movement stimulate? Why? What could be done
to forestall such reactions?

21. With students, make a listing of Nobel .eace Pri. e winners. Compare and
contrast Dr. King with the others, particularly Ralph Bunche and Aloert
Luthuli. Have students write statements on why they think Dr. King was
chosen. Role-play the presentation of the award to him, including a
statement on why he was chosen. What did he do to promote peace? What
did he do to bring about changes in society?

23. Develop with students a display ol posters identifying other Civil Rights
leaders and describing some alternative methods of furthering the Civil
Rights movement and the specific achievement of each one.

24. Assist students in comparing and contrasting outstanding Civil Rights
leaders. Have them list together chose most similar in their outlook and
approach.

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439

ERIC

Have students research the soerifir « n j

the civil Rights Bins of \m «d iSa ff!r n i Mjor P rovisio ^ of

**«t event probably led to th! £..1 * ^ ' these P rovi aions.

P aoxy led to the passage of the Bill of 1964? Of 1968?

Write up Dr. King's career as students think it

text of 1999. " ni 8ht appear in a histo

Ask students to write a prophecv of what n u

"dream." in clude suggestions as to Sit £ U 1 ha W , « n to Dr. King's
come true. ggescions as to what people can do to make it

"I HAVE A DREAM,.."
Dr. Martin Luther King, j r
Detroit Public Schc j

4 * v

MARTIN LUTHER KING, JR.: A LIFELONG COMMITMENT

Vie life of Dr Martin Luther King, ]r,
reflects his total dedication to securing
full and equal citizenship for all
Americans.

OBJECTIVES. Students will relate Martin Luther King, Jr.'s
goals to the goals upon which America was
built.

Students will examine their present com-
mitments to principles and ideals.

Students will plan fitting observances of the
Martin Luther King, Jr. national holiday.

Materials. Copies of Coretta Scon King's remarks at
the Presidential signing of legislation estab-
lishing Martin Luther King Day
Newsprint and markers

TIME. I class period

Procedlres.

1- Distribute to students copies of Coretta Scot.
King s remarks at the presidential signing of leeis-

reveVs°e7 tabHsh K " lg Nat '° nal Hollda - v < 3ee

2. Ask students to think about Mrs. King's statement
that Martin Luther King, Jr. "symbolized what was
rightabout America."

3. Introduce to students the titles of two books writ-
ten by Dr. King: Stride Toxvard Freedom and Strength
to Love. Place one book title at the top or each of two
sheets ot newsprint.

4. \sk students to use the book titles as categories to
discuss Dr. King's life nnd to relate his life to what
is 'right about America." Considering the title
stride Toward Frecmwi, students rr.av respond tor
simple, that efforts by Dr. Kin* to secure equal
employment, eduration and housing exemplify
XmeruYs commitment to "liberty and justice tor

' Or m relation to the tirle Strength to Love, stu-
dents may connect Dr. Km^s constancy of' pur-

pose, even amidst life-threatening conditions, io
the words of America which he quoted, "...sweet
land of liberty, of thee I sing "

5. ExpLm that a closer look at a national hero's com-
mitment can set the tone tor a person to examine
one's own commitments.

6. Ask students to reflect on the ideals and principles
to which they .eel truly committed. Students may
s'ate, for example, their commitments to family, tc
friends, to avoiding drugs, to staying in school.

7. Ask students to consider which of these will most
likely be lifelong commitments and which com-
mitments they would maintain under life-
threatening circumstances.

8. Refer students back to Coretta Scott King's words
at the declaration of the national holidav. Remind
students that Mrs. King, in such powerful and so
few words, summed up Dr. King's historic contri-
bution to America.

9. Explain that some people use national holidays as
times to sleep late, to travel, even to watch extra
television programs, and never reflect on the rea-
son for the holidav

10. Ask students to list three ways in which they might
suitably observe the Martin Luther K-ng, Jr. holi-
day Have students share their suggestions wi'H
the class and together compile a list of a dozen or
more possible ways to pay tribute to Dr. King on
the national holiday.

11. Circulate the suggestions to other teachers ond
classes.

ERLC

441

471

Remarks by Coretta Scott King a*
tin Luther King, Jr. Day.

Presidential signing of legislation establishing Mar-

71// right-thinking people, all right-thinking Americans arc joined in
spirit with us tin* fay as the highest recognition which this nation VVf * is
t\>towed ///*>// Martin hither King, jr.

"In his own life example, he swnbolized what was right about Am-rica
what noblest and best, what human beings have pin sued sum- the be-
ginui tg nf history.

"He uws //, constant pmsuit of truth and when he discoixred it he em
braced it. His nonviolent campaigns brought about redemption, reumalia-
turn and lu^tice.

"May wv make outsell worthy to carry on his dream and t rente the love
community.

Source: IIARTIN LUTHER KING, JR. RESOURCE GUIDE
New York Department of Education

442

- 1985

< J

ERIC

LIST OF RESOURCES BY AND ABOUT MA RT IN LUTHER KING, JR.
FOR ELEMENTARY GRADES

1. Behrens, June. Martin Luther King, Jr., The Story of a Dream , Children's
Press, Chicago, 1979. Grade, 1-4.

2. Clayton, Edward. Martin Luther King: Peaceful Warrior , Prentice-Hall ,
Englewood, N.J., 1969. Grad e 4-6.

3. DeKay, James T. Meet Martin L. King, Jr. Random House, Nev, York, 1969
Grades 3-6.

4. Faher, Doris & Howard. The Assassination of Martin L. King , Jr., '.-tts Pub.
Co., New Yo*-k, 1978. ~

5. Hasklns, James. The Life and Death of Xartin L. King, Jr. . Lothrop Publishers,
1977. Grade 5 and up.

6. Preston, Edward. Martin L. King; Fighter For Freedom , Doubleday, New York,
1970. Grade 7-8.

/. Wilson, Beth P. Martin Luther King, G.P. Putnam, N.Y., 1971. Grade 1-3.
FOR SECONDARY STUDENTS AND ADULTS

1. Benuett, Lerone. What Manner of Man, Johnson Publishing Co., Chicago, 1S64.

2. EBONY Magazine Staff Editors. Martin Luther King, Jr., 1929-1968. (Zbony
Picture Biography Series), Johnson Publishing Co., Chicago, 1968.

3. Garrow, David J. The F.B.I, and Martin Luther King, Jr. . Norton, 1981,
King, Coretta Scott. My Life With Martin Luther King, J r.

5. Lswis, David L. King: A Biography, University of Chicago Press (2nd ed.),
19 78.

6. Smith Ervin. The Ethics o f Martin L. King, Jr. (Studies in American Religion,
Vol. 2), E Mellen Publishers, 1982.

BOOKS 3Y MARTIN LUTHER KING. JR.

!• Stride To wards Freedom . Harper and Row, New York, 1958.

2 * Strength to Love , Harper and Row, New York, 1963.

3 Ihe Measu re of Man . The United Church Press, Philadelphia, 1968.

4 ' ^ere Do We Go From Here: Chaos or Community? . Harper and Row, New York, 1967.

5. Why We C an't Wait . Harper and Rcw, 1964.

6- Trumpet o f Conscience . Harper and Row > (few York, 1968.

443

^Y^C Jour ce; Penna. Dept. of Ed. 47$

APPENDIX B
CONTRIBUTING SCHOOL DISTRICTS

* >f 1 m v 9 *

Living The Dream Pledge

In honor of Martin Luther King. Jr. s life and xk. I pledge
Id do everything mat t can to make America and
tie world a place where equality and rusace. freedom and peace
w* grow and flourish

'DAY.

On January 4. IOC .1

commit myaeH to Iwmg the dream by:

Loving, not hoong

Showing undontondino. no snoot

Adoresa—

Please Check Age Group Under 18 Q 18-35 □ 36*55 □ Over 55 □

Bm « part of h«ftxy and mart no pUdO t caro wl*cf» wm bm kopt *i fw arcrtwos of The King Corner ou* r m o n g momo*** to ni$ 1

T ~

The Race Desegregation Assistance Center of the University of Pittsburgh (Forbes Quad 5R25)
would aopreciate your cooperation in completing the Living the Dream Pledge Card in honor
of Martin Luther King, jr. The pledge card will be placed in the archives of The King Center.
Please return the completed card to The Pitt News (4th floor, Student Union).

ERJ.C

444

475

DELAWARE

District Superintendent Mailing Address Telephone

Brandywine Dr. Frank J. Furgele Pennsylvania Ave. (302)792-3800

Claymont, DE 19703

Christina Dr. Michael W. Wallace 83 E. Main St. (302)454-2000

Newark, DE 19711

Colonial Ray W. Christian Blount Rd. (302)323-2700

New Castle, DE 19720

Red Clay Dr. Joseph Johnson 1400 Washington St. (302)651-2600

Wilmington, DE 19801

ERLC

445

4 *v

PENNSYLVANIA

District
Aliquippa

All en town

Clairton

Duquesne

Erie

Farrel

Gateway

Harrisburg

Superintendent
Orlando Lash

Dr. William Stoutenburg

Francis J. Holleran

Coatesville Dr. Henry J. Hoerner

Robert E. Capone

E. Allegheny Dr. Richard Napolitan

Dr. Raymond Dontoroski

John G. Sava

Dr. Wayne Doyle

Gr. Johnstown ~>r. Levi B. Hollas

Donald M. Carroll Jr.

New Kensington- Dr. Theodore F. Sluser
Arnold

Perm Hills

Dr. Joseph Saeli

Philadelphia Dr. Constance Clayton

Pittsburgh

Pottstown

Dr. Richard C. Wallace

Dr. Ray E. Feick

Mailing Address

Harding Ave.
Aliquippa, PA 15001

31 S. Perm St.
Allen town, PA 18105

Clairtan High School
Clairton, PA 15025

1515 E. Lincoln
Coatesville, PA 19320

High School Bldg. South
Duquesne, PA 15110

1150 Jacks Run Id.

N. Versailles, PA 15137

1511 Peach St.
Erie, PA 16501

Roeroer Blvd.
Farrel, PA 16121

Mosside Blvd.
Monroeville, PA 15146

220 Messenger St.
Johnstown, PA 15902

P. 0. Box 2645
Harrisburg, PA 17105

Rt. 56 at Seventh

New Kensington, PA 15068

12200 Garland Dr.
Pittsburgh, PA 15235

21st at Parkway
Philadelphia, PA 19103

341 S. Belief ield
Pittsburgh, PA 15213

Beech & Perm St.
Pottstown, PA 19464

446

477

Telephone
(412)857-7506

(215)820-2211

(412)233-9200

(215)383-7900

(412)466-5300

(412)824-8012

(814)871-6370

(412)346-6585

(412)372-5300

(814)539-3731

(717)255-2500

(412)335-8581

(412)793-7000

(215)299-7823

(412)622-3600

(215)323-8700

ERLC

SE Deico William Donato Box 328 Primos Ave. (215)522-4328

Folcroft, PA 19032

Unicntcwn Dr. William Staodic 23 E. Church St. (412)438-4501

Uniantown, PA 15401

Wilkinsturg Dr. Walter Davis 718 Wallace Ave. (412)371-9667

Wilkinsburg, PA 15221

William Perm Dr. Phillip S. Esbrandt Bell Ave. a Macdade Blvd. (215)284-8009

Yeadon, PA 19050

Woodland Hills John Dunlap 2430 Greensburg Pike (412)731-1300

Pittsburgh, PA 15221

447

APPENDIX C
CONTRIBUTING EDUCATORS

479

CONTENTS BY GRADE LEVEL

Page

Grade

Contributor

School District

Elementary

K-Sp Ed

Sands, L

Brandywine, DE

Rubino/Godlesky/Lovejoy

East Allegheny, PA

Sabol. L

Erie, PA

Canard K

Harristaurn PA

lieu x 4wwvu y , in

Johnson F

PittsbuTYih PA

Schurman, S

Pittsburgii, PA

K-2

Whann/Shaw

Christina, DE

K-4

Tsaarman - B

Harris Duro PA

K-6

Bacon. C

Al ioninna PA

K-6

Wilson. R

Wi lkinsbirro PA

K-6

Clean. R

William Penn °A

K-6

NuTTy, B

William Penn D A

Pre-1

Camobell . R

Coa"tesville PA

Harrar , M

Brandywine, DE

Turuluski, S

Christina, DE

Hadley, D

Coat esvi lie, PA

Young, B

Coatesville, PA

AyyjygvR C.

IVUJb^UCOilC r i n

Pact' All A*rHori\/ PA

Oct teWQy , r^A

\J x

namskAirg, in

Tones 7

UH-LUIl LUWU , in

Dantzler D

f Tn i on trwn PA

1-3

X *J

Ulila L ±1 let , L/_L

Peaco , J

Brandvwine DF

Curtis, et al

Brandvwine DP

Markley, E

Christina, DE

Weiler, M

Christina, DE

Petro , N

Coat esvi lie °A

Greer , R

Diirmp^sn^ PA

101

Team

East Alleahenv. PA

102

Silva, A

Erie, PA

105

Galica, T

Pittsburgh, PA

106

Team

Pittsburgh, PA

107

Turner, B

Wilkinsburg, PA

108

Herrman, K

William Penn, PA

112

Rurt, L

Brandywine, DE

118

Laws, J

Brandywine, DE

120

Vansant, V

Brandywine , DE

449

ERIC

480

1 o'o

All an a4> «»s 1

nilcll f et ax.

unristina, de

125

Reed/ Allen

Christina, DE

127

Brooks, et al.

Christina, DE

135

Sassaman, C

Christina, D£

136

Bush, A

Duquesne, PA

Team

cast Allegheny, PA

1 AO

Uuxrievi *,xe , ms

Harrirburg, PA

1 A A

144

Givxer , D

Harrlsburg, PA

1 A C

14o

Vishneslcy, C

Harrlsburg, PA

East Allegheny, PA

134

Greve, M

Brandywine , DE

X34

Mayo, C

Brandywine , DE

1 c^Q

rJOOul, L

Christina, DE

1 L4\

brown, m

Christina , DE

XiO

Moore, R

Christina, DE

1 7fi

ryie, u

Christina, De

1 *7Q

Lewis, £

Coat esvi 1 le , PA

179

Mayo, M

Coat esvi lie, PA

181

Daley, N

Duquesne, ?A

182

Weber, K

East Allegheny, PA

186

Evanof f -McGeorge , M

Erie, PA

Pynn^ a Iff

Gateway, PA

190

Wiley, E

Harrlsburg, PA

Tin -1 J O

Heard, R

Wilkinsburg, PA

1 QQ

rtcwara , c.

wllKlnsourg, PA

4^3

Unl lair D

noney, k

Pittsburgh, PA

on*?

c
0

Bav LI

rOX, a

Brandywine, DE

204

Sudler, B

Colonial, DE

208

Cdllado, M

Coatesville, PA

209

Capuzzl, F

Duquesne, PA

'Jin

Matthews, s

East Allegheny, PA

£ll

Hetzer , w

East Allegheny, ?A

Team

Greater Jonnstcwn, ?A

cjiQexnara t , m

Pit tsburgh , PA

215

V i cone fain fZ

wiiiiam fenn, xta

223

Phoenix, H

Christina, DE

226

Mum, s

Clairton, PA

227

Kamauf , 7

Duquesne, PA

229

Morocco, W

Farrell, PA

231

Burney, T

Gateway, PA

233

Murphy, Ms

Pittsburgh, PA

ERJC

450,

Secondary

235

6-8

Thanas, D

Gateway, PA

D O

isEcdf rEQveu

240

Metz/Carney/Matthews

Gateway, PA

241

Mielniclci , r

Pittsburgh, PA

242

7-8

Bowie, D

Al lent own, PA

249

7-8

Sabol, J

East Allegheny,

251

7-8

Trust, D

Pittsburgh, PA

Q
O

T4a 1 lair TXO

la i ley , uc.

253

Corpening, M

Harbor, DE

o
o

MCNamee, r

Tell ley, DE

256

Robol, C

Talley, DE

258

Abaldo, T

SE Delco, PA

Q
O

oracLiey , n

olL UeiCO, rA

260

McHenry, D

Valley, PA

263

Bryant f L

Pittsburgh, PA

265

Guba, G

Clairton, PA

266

9-11

Evans, J

Claymont, DE

268

9-11

Lennan, D

Duquesne, PA

OCA

3—1^

Social Studies Dept •

Christina, DE

270

9-12

Special Education

Christina, DE

273

9-12

Swann, B

Red Clay, DE

277

9-12

Rowe, L

Gateway, PA

y—

Dyas , C

PittsDurgn, PA

289

9-12

Henderson, R

Pittsburgh, PA

295

9-12

Bowman, S

Woodland Hills,

306

9-12

Todd, H

Woodland Hills,

307

10-12

English Dept.

Christina, DE

310

10-12

Murphy/ Hrabek

Penn Hills, ?A

311

10-12

Chandler/Modic/Kuczek

Pittsburgh, PA

312

Dukes, R

Brandywine, DE

314

Stephenson, J

Gateway, PA

316

Stillwagon, K

Gat2way, PA

317

11-12

Jordon , R

East Allegheny,

ERIC

451

482

General Suggestions/Projects

Elementary

319 Givens, J.

Red Clay, DE

319 Hagarty, E

Red Clay, DE

322 need, P.

323 Williams, C

Red Clay, DE

323 Garrett, H

Pittsburgh, PA

323 Wauer , Mrs.

Pittsburgh, PA

324 Pollack, P

Pittsburgh, PA

325 Clegg, R

William Penn, PA

326 Hay, J

Woodland Hills, PA

326 Cusick

Woodland Hills, PA

Secondary

327 DIBlassio, R

Red Clay, DE

oil muto, 9

Clairton PA

331 Bevil, R

E. Allegheny, PA

331 Vloli, C

E. Allegheny, PA

332 West, L

E. Allegheny, PA

333 Schwerger, W

Gateway, PA

337 Faculty

Gateway, PA

340 Osley, L

Pittsburgh, PA

348 Physical Education Dept.

Pittsburgh, PA

District

349 Murcoy/Hrabek

Perm Hills, PA

349 Heydt

Pottstown, PA

4£ j

452

ERIC

ABOUT THE EDITORS

Ogle Bute Doff

Ogle Burks Duff, director of the University of Pittsburgh Race
Desegregation Assistance Center and Associate Professor In the School of
Education, has been a classroom teacher of English, a supervisor, and
university professor and acknlnlstrator. Her education Includes: a B.S. In
Education from West Virginia State College Institute, West Virginia; a
master's degree in English from Marshall University, Huntington, West
Virginia; and a Ph.D. in Secondary Education and English from the University
of Pittsburgh.

A frequent le ctu rer en the national educational circuit, she has
conducted research on Black literature, multicultural English curriculum, and
school de s e gr e ga tion. The need for materials to provide children with a sense
of the significance of Martin Luther King, Jr. as a national and international
leader led to the decision to develop tills Handbook of Activities.

Suzanne Bowman is a Doctoral candidate In Language Communications at
the University of Plttsburgn, with certifications in Elementary Education,
Reading Specialist, and Reading Supervisor. Mb. Bownan's background includes
teaching in the Churchill/Woodland Hills School Districts for the past 12
years as an elementary teacher and Reading Specialist, as well as teaching
college and adult reading for Allegheny County Community College. She has
been a p r e se nter and panelist at local and state conferences in the areas of
Peer Tutoring (patterned from an original program she initiated and
supervised), and vocabula r y development as related to reading comprehension.
Ms. Soman instituted a multicultural reading curriculum for her classes at
Churchill High School which led to her interest and participation A n the
development of this Handbook of Activities.

453

484

I have a dream

That one day

This nation will rise up

And live out the true meaning of its creed :

"We hold these truths to be self-evident.

That a*! men are created equal."

I have a dream
That one day

On the red hills of Georgia

The sons of former slaves

And the sons of former slave-owners

Will be able to sit down together

At the table of human brotherhood.

I have a dream
That one day

Even the State of Mississippi,

A state sweltering with the heat of oppression,

Will be transformed

Into an oasis of freedom and justice.

I have a dream

That my four little children

Will one day live in a nation

Where they will not be judged

By the color of their skin

But by the content of their character.

I have a dream
That one day

Every valley shall be exalted,
Every hill and mountain shall be made low.
The rough places will be made plain,
And the crooked places will be straight.
And the glory of the Lord shall be revealed
And all the flesh shall see it together.

This is our hope.

- MARTIN LUTHER KING, JR.
Born: January 15, 1929

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